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Umar Fauzan
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DINAMIKA ILMU: Jurnal Pendidikan
Published by Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda
ISSN : 14113031     EISSN : 24429651     DOI : https://doi.org/10.21093/di
Core Subject : Religion, Humanities, Education, Social,
Religion Humanities Education Social Sciences
FOCUS DINAMIKA ILMU provides scientific article of education that developed in attendance through the article publications, book reviews, original research report, reviews, and scientific commentaries in Islamic education. SCOPE DINAMIKA ILMU encompasses research papers from researcher, academics, and practitioners. In particular, papers which consider the following general topics are invited: Teaching and Learning in Islamic Education English Language Teaching in Islamic Context Arabic Language Teaching Curriculum Devepment Material Development
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 320 Documents
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Faith, Culture, and Technology in EFL Classrooms: Ethnographic Insights from Professional Learning Communities in Indonesian Islamic Schools Fadlilah, Sayyidatul; Yuliasri, Issy; Fitriati, Sri Wuli
Dinamika Ilmu Vol 25 No 2 (2025): Dinamika Ilmu, 25(2), December 2025
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan, Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/di.v25i2.11495

Abstract

Integrating Technological Pedagogical Content Knowledge (TPACK) in English as a Foreign Language (EFL) teaching necessitates striking a balance between global educational innovations and local cultural and religious contexts. This ethnographic study examines how faith-based values and cultural norms influence the integration of TPACK among EFL teachers in the Professional Learning Communities (PLCs) of Indonesian Islamic schools. Using a multidisciplinary framework combining educational technology, sociocultural theory, and religious studies, the research addresses: (1) How do faith and culture shape teachers’ TPACK practices? (2) What challenges and opportunities arise in aligning technology with Islamic educational values? (3) How do PLCs help or hinder culturally responsive TPACK development? Data were collected through classroom observations, field notes, photo voice, and school documents. Findings indicate that religious and cultural commitments influence technology adoption and enhance lesson relevance by connecting to students' experiences. PLCs provide collaborative spaces to address value-based concerns, share strategies, and co-create approaches that ensure teaching effectiveness and cultural and religious consistency. The study highlights the need for context-sensitive professional development to facilitate the sustainable integration of technology in EFL settings.
Bridging Faith and Knowledge: A Multi-site Study of Islamic-general Education Integration in East Kalimantan’s Multicultural Context Hasanuddin Hasanuddin; Noorthaibah Noorthaibah; Umar Fauzan
Dinamika Ilmu Vol. 25 No. 2 (2025): Dinamika Ilmu, 25(2), December 2025
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan, Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/di.v25i2.11508

Abstract

This study investigates the integration of Islamic and general education at three State Islamic Junior High Schools (MTs Negeri) in East Kalimantan; MTs Negeri 1 Balikpapan, MTs Negeri 1 Paser, and MTs Negeri 1 Kutai Kartanegara, to analyze the forms, processes, and impacts. Employing a qualitative methodology with a multi-site case study and phenomenological approach, data were collected through outdoor-indoor class observations, interviews with 13 teachers including principals, curriculum developers, and subject teachers, as well as document analysis of teaching modules, the Adiwiyata module, and the P2RA module. The integration was manifested in three main forms; curricular integration, by linking themes of aqidah akhlak into general subjects through teaching modules; social program integration, such as Adiwiyata; and the P2RA program. This process was framed within the Merdeka Curriculum by operationalizing the paradigm of integration-interconnection of knowledge and implemented through project-based learning aligned with multiple intelligences, enabling students to internalize values cognitively, affectively, and psychomotorically through diverse activities. Evaluation was conducted comprehensively, covering cognitive aspects (tests), affective aspects (attitude observation), and psychomotor aspects (practical performance). The integration also strengthens students’ religious character through behavioral transformation, deeper appreciation of values, and the ability to internalize them in both the educational environment and daily life. The noble character was developed through strategies of habituation, reflection, role modeling, and environmental support. The integration of Islamic and general education is not merely theoretical but also could be applied as a practical model for shaping a generation that excels academically while maintaining strong religious character.
Meaningful Learning in Primary Education: Implementation of Deep Learning Approach in Realizing the UNESCO Education Pillar at Madrasah Ibtidaiyah Mustagfiroh, Siti Hikmatul; Mustaqim, Muhamad; Arifin, Nur
Dinamika Ilmu Vol 25 No 2 (2025): Dinamika Ilmu, 25(2), December 2025
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan, Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/di.v25i2.11504

Abstract

This research aims to explore the implementation of deep learning as a pedagogical approach in supporting meaningful learning and realizing the four pillars of UNESCO education in the context of Madrasah Ibtidaiyah. Using a case study design at Madrasah Ibtidaiyah in Kudus, this study focuses attention on the integration of meaningful and fun learning principles in classroom learning practices. The data uses interviews, observation and documentation analysis, as well as researchers as the main instruments. The findings in this study show that the deep learning approach is able to encourage active, critical, and reflective student engagement, where learning activities are closely connected to real experiences. This practice contributes significantly to the holistic formation of students' character, particularly within the framework of UNESCO's four pillars: learning do know. Learning to do, learning to be and learning to live together. However, this study also revealed a number of challenges, such as limited teacher readiness, inadequate learning facilities, and the need for continuous professional training to support effective implementation. This research provides valuable insights for educators and policymakers in designing inclusive, transformative, and contextual learning environments in Islamic-based basic education.
Integrating Ecotheology into Islamic Education: A Multicultural Perspective Study among Kindergarten Students Sa'da Qamariah; Mukhamad Ilyasin; Bahrani Bahrani
Dinamika Ilmu Vol. 25 No. 2 (2025): Dinamika Ilmu, 25(2), December 2025
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan, Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/di.v25i2.13027

Abstract

This study examines the integration of ecotheology in early childhood Islamic education through a multicultural perspective at Al-Hikmah Kindergarten, Samarinda, East Kalimantan. The study is based on the view that the ecological crisis is not only related to physical environmental damage, but also reflects a lack of ethical, spiritual, social, and cultural awareness in caring for nature. This research employs a case study qualitative design. Data were collected through classroom observations, semi-structured interviews with the principal and Islamic education (PAI/IMTAQ center) teachers, as well as documentation including lesson plans, school programs, and child development assessment formats. The observation subjects were 17 kindergarten B students aged 5–6 years. The findings show that ecotheological values””such as tauhid (oneness of God), khalifah (stewardship), amanah (trust), mizan (balance), rahmah (compassion), and cleanliness ethics””are integrated through prayers, illustrated stories, visual media, IMTAQ center activities, role modeling, habits such as handwashing, proper waste disposal, plant care, outdoor activities, and cultural practices. The school’s proximity to the Mahakam River and Kampung Ketupat provides concrete ecological and cultural learning spaces, while the students’ multicultural backgrounds strengthen cooperation, tolerance, mutual assistance, and respect for diversity. This article emphasizes that integrating ecotheology in early childhood Islamic education should be concrete, enjoyable, contextual, and inclusive, enabling children to recognize nature as God’s creation, care for the environment, use resources wisely, and live harmoniously in a diverse society.
Adab as an Operational Pedagogical Principle: Intercultural Alignment in Arabic Language Teaching at a Tahfīẓ Pesantren in West Java, Indonesia Akhmad Ridlo; Didi Suryadi; Mohamad Zaka Al Farisi
Dinamika Ilmu Vol. 26 No. 1 (2026): Dinamika Ilmu, 26(1), June 2026
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan, Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/di.v26i1.12670

Abstract

Adab, the Islamic ethical orientation governing the conduct of knowledge, functions as an operational pedagogical principle shaping Arabic language teaching in a tahfīẓ pesantren in West Java, Indonesia. Using a qualitative case study design, the research was conducted at a purposively selected institution in which Qur’anic memorization constitutes the primary educational commitment. Participants included one institutional leader, two Arabic language teachers, and fourteen students distributed across junior and senior learning groups. Data were generated through 12 structured classroom observation sessions, semi-structured individual interviews, and institutional document analysis; thematic analysis, following Braun & Clarke’s (2006) six-phase procedure, yielded three analytical themes mapped directly to the three research questions. The findings demonstrate that Adab is not merely a background value but is explicitly invoked as a principle governing real-time instructional decisions, including lesson scope, pacing calibration, and the management of cognitive demands relative to students’ memorization responsibilities. At the junior level, Adab-oriented restraint manifests through visual scaffolding, tikrār (repetition-based memorization practice), and intensive teacher mediation; at the senior level, it shapes the integration of classical grammatical traditions with analytical textual interpretation. Framed through intercultural education theory (Bennett, 1993, 2017; Byram, 1997, 2021; Holliday, 2011; Kramsch, 1993, 2021), these instructional adaptations are theorized as intercultural pedagogical alignment — teachers’ principled, culturally informed negotiation between communicative language pedagogies and the institution's memorization-centered learning culture. Three specific contributions are advanced: (1) an empirical account of Adab as documentable classroom-level practice rather than abstract norm; (2) the concept of intercultural pedagogical alignment as a new analytical category for value-oriented educational settings; and (3) a reinterpretation of the absence of Arabic immersion environments as a cognitively rational, ethically grounded institutional choice.
Emotions and Emotion Regulation in Indonesian Islamic Schools: A Qualitative Phenomenological Study of EFL Students’ Lived Experiences across Intercultural Contexts Ariyanti Ariyanti; Sukaena Sukaena; Muhammad Bayu Pratama; Agnes Veronika; Fahrus Zaman Fadhly; Diana Rozelin
Dinamika Ilmu Vol. 26 No. 1 (2026): Dinamika Ilmu, 26(1), June 2026
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan, Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/di.v26i1.12944

Abstract

Emotions matter in English as a Foreign Language (EFL) learning because they shape how students participate, persist, and respond to classroom demands. Although emotion regulation has received growing attention in language education, little is known about how students in Indonesian Islamic schools describe and manage their emotions in everyday English lessons. This gap is important. When models developed mainly in Western psychological traditions are applied without cultural reading, students’ silence, hesitation, or restraint can easily be mistaken for low motivation or weak ability. In an Islamic-Indonesian school context, the same responses may also be connected with patience, modesty, face-saving, respect for others, or the wish to keep classroom harmony. Using a qualitative phenomenological design, this study explored the emotional experiences and emotion regulation strategies of 67 students from two Islamic high schools in East Kalimantan, Indonesia. Data were gathered through open-ended questionnaires and two focus group discussions involving 20 selected students, and were analysed thematically. The findings show three intertwined emotional patterns: enjoyment, confidence, and motivation; anxiety, confusion, boredom, and fear of making mistakes; and fluctuating or neutral emotional states. Students most often used cognitive reappraisal (n = 25) and expressive suppression (n = 13), but they also reported more practical strategies, including deep breathing, peer talk, goal reminders, resting, drawing, asking questions, and silent self-composure. These findings suggest that emotion regulation in Islamic EFL classrooms is not only an individual cognitive process. It is also embodied, social, and shaped by local cultural expectations. The study therefore calls for EFL classrooms where teachers read students’ silence and hesitation carefully, reduce the social risk of error, and support emotional well-being through culturally responsive pedagogy.
Pragmatic Inclusion as Maintenance Agency: How Indonesian Elementary Teachers Sustain Inclusive Education without Special Education Teachers Sarbini Sarbini; Fitri Nurlatifah Azzahra
Dinamika Ilmu Vol. 26 No. 1 (2026): Dinamika Ilmu, 26(1), June 2026
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan, Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/di.v26i1.12064

Abstract

Various challenges encountered in implementing inclusive education policies in Indonesia stem from a mismatch between the policies and available resources. This study seeks to explain how classroom teachers negotiate inclusive education in resource-constrained Indonesian elementary schools by examining their diagnostic practices, adaptive pedagogical strategies, and enactment of maintenance agency in the absence of special education teachers at the Garut Integrated Islamic Elementary School. The research method used in this study is a qualitative case study to capture the complex dynamics. For data collection, the researchers used in-depth interviews, observations, and reviewed some documents such as lesson plans and student assignments. The researchers selected three classroom teachers as participants for the sample. Each teacher had five years of experience in an inclusive school, although without formal training in special education. The data were systematically processed using NVivo 12, followed by data analysis, from data condensation, display, to conclusions. The findings show that inclusive education is sustained through maintenance agency, as teachers employ pragmatic adaptations to preserve learning under systemic constraints. This study introduces maintenance agency as a contextually grounded perspective on teacher agency and underscores the importance of strengthening institutional support for sustainable, inclusive education.
Internalizing Multicultural and Intercultural Values of Religious Moderation through Islamic Education to Strengthen National Character Ani Rindiani; Sahudi Sahudi; Yayat Hidayatulloh; Mukhsin Mukhsin
Dinamika Ilmu Vol. 26 No. 1 (2026): Dinamika Ilmu, 26(1), June 2026
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan, Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/di.v26i1.12817

Abstract

This study analyzes the process of Islamic religious education learning in internalizing religious moderation values at SMK Al-Falah Nagreg, Bandung Regency. The research employs a qualitative approach with a descriptive case study design. Data were collected through participatory observation, in-depth interviews with five Islamic religious education teachers and fifteen students, and curriculum document analysis. The findings suggest that value internalization was facilitated through an inclusive curriculum approach, interactive experiential learning methods, and an authentic evaluation system focused on attitudes. A key finding reveals that the school environment, integrated with a pesantren (Islamic boarding school), creates a unique ecosystem where moderation values are not only taught but also lived in daily interactions. The study concludes that holistic, contextual learning in Islamic religious education can serve as an effective model for shaping a tolerant and inclusive national character. Research implications include recommendations for developing teacher-training modules based on interfaith dialogue and for more systematically integrating moderation values into the Merdeka Curriculum.
Caught between Risks and Pleasures: Children’s Digital User Profiles, Their Right-Based Experiences and Self-Rights Awareness in Digital Media Areas in the Light of Multicultural Children’s Human Rights Education Erdem Hareket
Dinamika Ilmu Vol. 26 No. 1 (2026): Dinamika Ilmu, 26(1), June 2026
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan, Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/di.v26i1.13513

Abstract

This study investigates the digital user profiles of children, rights-based experiences, and their awareness of digital rights within the framework of the UN Committee on the Rights of the Child’s General Comment No 25. Highlighting the paradoxical position of children as a unique yet underappreciated user group, the research also explores how digital environments impact their well-being and best interests, and why children’s human rights education, suitable for multiculturalism, is important in the digital age. The research data were collected from 1430 children's open-ended questionnaires and one-on-one interviews. The findings reveal that children primarily access digital platforms through tablets and phones, spending one-third of their daytime hours on gaming, entertainment, and social interaction. Emotionally, these experiences oscillate between intense pleasure and anger. While children demonstrate a protective stance toward personal data and recognize the benefits of digital tools for education, communication, and freedom of expression, they face significant risks regarding exposure to violent, sexual, and commercial content. Crucially, the current study identifies a gap in children’s awareness of their digital rights, with many reporting frequent violations through cyberbullying and harassment. The results indicate a disconnect between children's digital user tendencies and their rights awareness, underscoring an urgent need to integrate digital literacy and children’s rights education in digital areas, grounded in intercultural sensitivity, to better protect their interests in an increasingly digitized society.
University Entrepreneurship: Strategies for Developing and Diversifying Ventures to Support Higher Education Funding Zahruddin Zahruddin; Sita Ratnaningsih
Dinamika Ilmu Vol. 26 No. 1 (2026): Dinamika Ilmu, 26(1), June 2026
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan, Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/di.v26i1.13926

Abstract

This study aims to uncover efforts to develop entrepreneurship in higher education after the Government, through the Ministry of Research, Technology, and Higher Education (Kemeristekdikti), issued a law that generally regulates the organization, management, and funding of higher education. Universities with legal entity status (PTN BH) face challenges related to limited government funding support amidst rising educational operational costs to maintain the quality of education and graduates. This research was conducted at the University of Indonesia. The research method used was descriptive-qualitative, with a case study. Data collection used observation techniques, in-depth interviews, and documentation, with the researcher acting as the main research instrument. Data analysis was carried out through the following stages: data collection, data condensation, data presentation, and conclusions. The results of the study indicate that entrepreneurship development through business creation begins with the change in the institution's status from a work unit (satker) to a legal entity with broader autonomy. Business development includes academic businesses, commercial businesses, and supporting businesses. Each business has its own purpose. Academic businesses aim to utilize the academic expertise of university members, commercial businesses aim to support university funding and improve and develop university resources, while supporting businesses aim to support academic activities and the welfare of the university community

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