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Chalim Journal of Teaching and Learning
Published by Institut Pesantren KH Abdul Chalim
ISSN : -     EISSN : 27981533     DOI : https://doi.org/10.31538/chalim
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
Chalim Teaching and Learning Journal multi-disciplinary, peer-refereed journal, the scope of this journal is in learning and instruction area which provides a platform for the publication of the most advanced scientific researches in the areas of learning, development, instruction and teaching. The journal welcomes original empirical investigation. The papers may represent a variety of theoretical perspectives and different methodological approaches. They may refer to any age level, from infants to adults, and to a diversity of learning and instructional settings, from laboratory experiments to field studies. The major criteria in the review and the selection process concern the significance of the contribution to the area of learning and instruction.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 5 Documents
 1 
Search results for , issue "Vol. 6 No. 1 (2026): Teaching and Learning" : 5 Documents clear
Strategic Financial Management in Islamic Early Childhood Education: Facility Development and Student Enrollment Growth Haikal; Adiyono; Jumadi Ramadani
Chalim Journal of Teaching and Learning Vol. 6 No. 1 (2026): Teaching and Learning
Publisher : Program S3 Pendidikan Islam Institut Pesantren KH. Abdul Chalim Pacet Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/cjotl.v6i1.2924

Abstract

This study aims to examine how strategic financial management is implemented in Islamic early childhood education and how it contributes to facility development and student enrollment growth. Grounded in a qualitative descriptive case study approach, this research has been performed at an Islamic Integrated Early Childhood Education institution (PAUD Islam Terpadu Cendekia) in Indonesia. Data for this study were derived from in-depth interviews of key institutional actors (the principal or head teacher, treasurer, representatives from the foundation, and teachers), direct observations, and analysis of financial documents of the institution. The study found the following: Financial management allows for coordinated annual planning, with project priorities on facilities determined by functions rather than aesthetics, followed by adaptive strategies to external funding uncertainties, such as delays in government assistance. When the budget is allocated, first comes teacher welfare, followed by learning-sustaining facilities and child safety, while aesthetics come last. The improvements of these facilities do not directly increase enrollment but rather work on parental trust and word-of-mouth recommendations about the institution from their previous experiences and those of others, bypassing marketing activities. This raises further challenges to the traditional assumptions in education finance which have explicitly theorized a direct link from funding to enrollment. Instead, this research shows that funding works through the intervening variable of parental trust on enrollment. In conclusion, strategic and relational financial management is extremely important in sustaining institutional quality and credibility among Islamic early childhood education providers. From here, the research contributes to the educational management science by proposing a refined conceptual model associating strategic planning, facility development, parental trust, and enrollment growth toward faith-based early childhood contexts.
Inovasi Model Pembelajaran pada Program Unggulan di Madrasah Aliyah: Studi Kasus di MAS Perguruan Mu’allimat Cukir Jombang Setiawan, Heru; Alkahfi, Insani; Nur Hakim, Muhammad
Chalim Journal of Teaching and Learning Vol. 6 No. 1 (2026): Teaching and Learning
Publisher : Program S3 Pendidikan Islam Institut Pesantren KH. Abdul Chalim Pacet Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/cjotl.v6i1.3019

Abstract

This study aims to describe the innovation of learning models implemented in the flagship programs of Madrasah Aliyah Swasta Perguruan Mu’allimat Cukir Jombang. The flagship programs examined include bilingual classes, tahfidz classes, and religious classes designed to enhance the quality of the learning process and students’ learning experiences. This research employed a qualitative approach using a case study method. Data were collected through classroom observations, interviews with the principal, vice principals, teachers, and documentation of learning activities. The findings reveal that learning model innovations in the flagship programs are implemented through the development of contextual learning, additional instructional time, collaboration with external institutions, differentiated learning based on students’ abilities, and the utilization of supportive learning facilities and media. These innovations contribute to increased student engagement, strengthened academic and religious competencies, and the creation of a more effective and meaningful learning environment. This study highlights that learning model innovation in madrasah flagship programs plays a strategic role in improving the quality of students’ learning processes.
Inner Development as a Transformative Paradigm for Educational Development: A Qualitative Literature Study on Consciousness and Character Formation Habsi, Malikul; Moh. Affan; Naufal Rifqi Nasution
Chalim Journal of Teaching and Learning Vol. 6 No. 1 (2026): Teaching and Learning
Publisher : Program S3 Pendidikan Islam Institut Pesantren KH. Abdul Chalim Pacet Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/cjotl.v6i1.3123

Abstract

The transformation of educational paradigms has increasingly emphasized the importance of inner development as a fundamental component of meaningful learning. This study aims to analyze how inner development contributes to the transformation of educational practices and institutional culture. The research employs a qualitative approach using library research by analyzing various academic sources, including scholarly journals, academic books, and research reports related to transformative education and inner development. The findings indicate that contemporary education is shifting from a traditional knowledge-transmission model toward a transformative and reflective learning paradigm. This shift highlights the importance of developing inner capacities such as self-awareness, empathy, ethical responsibility, and reflective thinking. These capacities play a crucial role in enabling learners to understand themselves, interact constructively with others, and respond to complex social and environmental challenges. The study also identifies several pedagogical approaches that support inner development, including transformative learning, experiential learning, and reflective dialogue. In addition, the findings reveal that interdisciplinary integration involving educational psychology, leadership studies, and sustainability education contributes significantly to the development of holistic educational practices. Based on these findings, this study proposes a conceptual framework called the Inner Development–Transformative Education Model, which integrates inner capacities development, transformative learning processes, and institutional integration. This model highlights the importance of combining personal growth with institutional innovation to support holistic and sustainable educational transformation.
Challenges and Difficulties of First-Year Students: A Case Study at Borneo Tarakan University Sugiyatmi, Tri Astuti; Ika Noviantari; Hendy Lesmana; Tanti Tri Lestary
Chalim Journal of Teaching and Learning Vol. 6 No. 1 (2026): Teaching and Learning
Publisher : Program S3 Pendidikan Islam Institut Pesantren KH. Abdul Chalim Pacet Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/cjotl.v6i1.3126

Abstract

This study aims to explore both the academic and non-academic challenges encountered by first-year medical students. Students in health programs, especially medical programs, face significant academic and non-academic challenges during their first year. The transition from high school to university, including the possibility of living away from home, presents a unique challenge that demands strong adaptability. Additionally, analytical skills are important for managing the rigorous academic workload of the first year. The block-based learning system for medical students, which combines various activities such as lectures, tutorials, practicums, and medical skills across diverse topics within a limited timeframe, further increases the academic burden. Method: An exploratory case study was applied, and the unit of analysis was carried out at the Faculty of Medicine at Borneo Tarakan University (UBT), and the subjects included both academic and non-academic data from students. Qualitative data were collected using interviews and observations with students, while the informants were selected from the first and second semesters. Results: This study effectively identified the challenges and difficulties faced by first-year medical students. Non-academic challenges include adapting from high school to college, shifting from teacher-centered learning in high school to student-centered learning, and adjusting to living in a boarding house far from parents. The academic challenge involves entering medical school, where the academic workload is high, and the timeframe is shortened due to the implementation of a block-based curriculum. Conclusion: Students encounter numerous challenges and difficulties during their first year, and their ability or failure to adapt will influence their progress in subsequent years. Therefore, academic, psychological, and social support are essential.
Internalisasi Nilai Tasamuh dalam Pembelajaran Pendidikan Agama Islam di Tingkat Sekolah Menengah Atas Muttaqin, Nuril; Hasniida Pokjiseng
Chalim Journal of Teaching and Learning Vol. 6 No. 1 (2026): Teaching and Learning
Publisher : Program S3 Pendidikan Islam Institut Pesantren KH. Abdul Chalim Pacet Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/cjotl.v6i1.3127

Abstract

This study aims to examine the process of internalizing tasamuh values in Islamic Religious Education learning at SMA Negeri 1 Dawarblandong Mojokerto. This research employed a qualitative case study approach. Data were collected through interviews, classroom observations, and documentation involving Islamic Religious Education teachers, school administrators, and students. Data were analyzed using an interactive model consisting of data reduction, data display, and conclusion drawing, while data validity was ensured through triangulation of sources, methods, and time. The findings show that the internalization of tasamuh values occurs through three interconnected stages: planning, implementation, and behavioral implications. Teachers integrate tolerance values into lesson plans, apply dialogical learning, role modeling, and collaborative activities, which encourage students to practice tolerance in social interactions. As a result, students demonstrate respect for religious diversity, harmonious relationships with peers, and socially responsible behavior. These findings indicate that Islamic Religious Education plays a strategic role in strengthening tolerance and promoting social harmony in multicultural societies.

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