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Dwi Sulisworo
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pbpsp@journal.iistr.org
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Jalan Sugeng Jeroni No.36 Gedongkiwo Mantrijeron Yogyakarta 55142 Indonesia
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Jurnal Praktik Baik Pembelajaran Sekolah dan Pesantren
Published by Indonesian Institute of Science and Technology Research
ISSN : 29625785     EISSN : 29621682     DOI : https://doi.org/10.56741/pbpsp
Core Subject : Humanities, Education, Social,
Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other
Jurnal Praktik Baik Pembelajaran Sekolah dan Pesantren is a journal that disseminates the results of applying theories, and concepts in building knowledge, skills, and attitudes in schools and boarding schools. This application can be in various forms and perspectives such as school action research, classroom action research, experiments, literature studies, and creativity of teachers and students in various fields of science and technology in the school context.
Arjuna Subject : Umum - Umum
Articles 68 Documents
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The Contribution of Pesantren to Sustainable and Social Education: A Narrative Review Abdulhaviz Hile; Muhammad Arfan Mu’ammar
Jurnal Praktik Baik Pembelajaran Sekolah dan Pesantren Vol. 5 No. 01 (2026): Article in Press - Jurnal Praktik Baik Pembelajaran Sekolah dan Pesantren
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/IISTR.pbpsp.001900

Abstract

Pesantren, as Islamic educational institutions, play a crucial role in shaping the character of students (santri) and contributing to community development. This study conducts a narrative review to examine the role of pesantren in sustainable and social education by reviewing literature published between 2015 and 2025. The search strategy included national and international journal databases using keywords such as “pesantren AND sustainable education,” “eco‑pesantren,” and “community empowerment.” Out of 120 identified articles, 52 met the inclusion criteria. Thematic analysis revealed four primary roles of pesantren: (1) integration of sustainable education principles (edu-ecoliteracy), (2) development of eco-pesantren and environmental awareness, (3) social and economic community empowerment, and (4) strengthening of social character and leadership among students. The findings also highlight significant challenges, including limited resources, inadequate policy support, and low digital literacy. This study confirms that pesantren are strategic actors in sustainable and social education, providing recommendations for future research on evaluating eco-pesantren programs, developing sustainable curricula, and integrating educational technology.
Integrating Spirituality, Culture, and Technology through a Living Curriculum in Islamic Religious Education at Islamic Boarding Schools Nafsiyah; Nizar Albakhar; Saiful Yamin; Mochamad Iskarim
Jurnal Praktik Baik Pembelajaran Sekolah dan Pesantren Vol. 5 No. 01 (2026): Article in Press - Jurnal Praktik Baik Pembelajaran Sekolah dan Pesantren
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/IISTR.pbpsp.001907

Abstract

The Living Islamic Religious Education Curriculum (Pendidikan Agama Islam/PAI) represents an educational paradigm that emphasizes the internalization and sustainability of Islamic values within students’ everyday lives. Central to this approach is the integration of spirituality, culture, and technology, which expands the scope of Islamic education beyond knowledge transmission toward character formation and personal transformation. This synergistic integration enables students to develop religious identities that are rooted in local cultural contexts while remaining responsive and competitive in a globalized environment, particularly within Islamic boarding school settings. Al Otsmani Islamic Boarding School serves as a representative case of this integrated curriculum implementation. The institution aligns its curriculum with the National Education Calendar, adapts learning materials to students’ contextual needs, and equips learners with both religious knowledge and essential soft skills. This study employs a qualitative research approach, utilizing descriptive data collected through observations and in-depth interviews. Such methods allow for a comprehensive exploration of curriculum practices and their lived implementation within the boarding school environment. The findings reveal that Al Otsmani Islamic Boarding School has undergone a significant educational transformation by integrating spiritual values across formal and traditional learning systems. This integration reflects the core principles of the PAI Living Curriculum, emphasizing the relevance of local culture and the practical application of Islamic values in students’ daily lives. Overall, the study highlights the potential of the Living PAI Curriculum as a holistic educational model that fosters spiritual depth, cultural awareness, and adaptive competencies in contemporary Islamic education contexts.
Implementation of the Merdeka Curriculum in Grade 4 Integrated Science and Social Studies Learning at SDN Wailiti, Nusa Tenggara Timur: Opportunities, Challenges, and Strategies for Student-Centered Education Dian Ernaningsih; Selvi Nena; Yulimira Syafriati Y. M. Sani
Jurnal Praktik Baik Pembelajaran Sekolah dan Pesantren Vol. 5 No. 01 (2026): Article in Press - Jurnal Praktik Baik Pembelajaran Sekolah dan Pesantren
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/IISTR.pbpsp.002005

Abstract

The Merdeka Curriculum represents a transformative approach in Indonesian primary education, emphasizing flexible, student-centered learning and holistic development. This study investigates the implementation of the Merdeka Curriculum in Grade 4 Integrated Science and Social Studies at SDN Wailiti, Nusa Tenggara Timur. Using a qualitative descriptive approach, data were collected through classroom observations, interviews with teachers and the principal, and documentation of learning activities. Findings indicate that the curriculum enables teachers to adapt materials according to student needs, promotes active and meaningful learning, and integrates project-based activities aligned with the Pancasila Student Profile (P5). Challenges identified include teachers’ difficulty understanding learning outcomes, limited instructional resources, and students’ concentration and conceptual understanding. Strategies to overcome these obstacles involve professional development, collaborative module design, utilization of digital learning resources, and inquiry- and project-based learning methods. The study highlights the importance of ongoing teacher support, adaptive teaching strategies, and resource optimization to enhance curriculum implementation, ultimately contributing to student engagement, critical thinking, and holistic competence.
Influence of Traditional Indonesian Values and Local Culture on Teaching Practices and Student Engagement: A Comparative Study of Rural and Urban Schools Rahmiwati; Dwi Sulisworo; Dody  Hartanto
Jurnal Praktik Baik Pembelajaran Sekolah dan Pesantren Vol. 5 No. 01 (2026): Article in Press - Jurnal Praktik Baik Pembelajaran Sekolah dan Pesantren
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/IISTR.pbpsp.001916

Abstract

A school culture that supports collaboration, inclusivity, and openness to change can increase student engagement, teaching effectiveness, and academic achievement. Conversely, a more rigid or non-change-supporting culture tends to limit teachers' ability to implement learning innovations. The purpose of this study is to review recent research that highlights the influence of local cultural values ​​on teaching practices and student engagement in school. This research has gone through a process of identification, screening, eligibility, and inclusion through journals obtained from ERIC, Springer, and ScienceDirect. In reporting this research, the keywords used are "Traditional Value and Local Culture." The main findings from these studies underscore the importance of flexibility in teaching approaches that can appreciate cultural diversity to create more effective and meaningful learning experiences.
Enhancing Problem-Solving Skills in Science through STEM-Based Learning: A Case Study of Eighth-Grade Students at SMPN 1 Satap Wara, Indonesia Dian Ernaningsih; Trisnawati Saduk; Mariana Sada
Jurnal Praktik Baik Pembelajaran Sekolah dan Pesantren Vol. 5 No. 01 (2026): Article in Press - Jurnal Praktik Baik Pembelajaran Sekolah dan Pesantren
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/IISTR.pbpsp.002006

Abstract

Developing students’ science problem-solving ability is a critical objective in contemporary STEM education. This study investigated the effect of STEM-based instruction integrated with Problem-Based Learning (PBL) on the science problem-solving abilities of eighth-grade students at SMPN 1 Satap Wara. A pre-experimental one-group pretest–posttest design was employed involving 22 students selected through total sampling. Data were collected using a validated science problem-solving test administered before and after the intervention. Descriptive statistics indicated a substantial increase in the mean score from 19.00 (SD = 8.429 in the pretest to 51.41 (SD = 8.534) in the posttest. Inferential analysis using a paired-samples t-test revealed a statistically significant improvement in students’ problem-solving abilities (p < 0.001), with a large effect size (ES = 0.785), indicating strong practical significance. The integration of STEM and PBL facilitated active engagement in authentic problem contexts, promoting critical thinking, creativity, and collaborative learning processes. Despite the overall improvement, some students did not achieve the minimum competency standard, suggesting the need for differentiated instructional support. These findings provide empirical evidence supporting the effectiveness of STEM-based instruction in enhancing science problem-solving abilities and contribute to the growing body of literature on pedagogical strategies that prepare students with essential competencies for 21st-century learning.
Artificial Intelligence as a Tool for Strengthening Pesantren Education in the Digital Era Ari Fajar Santoso; Basel Abdulwahab; Ruchdee Sannakit
Jurnal Praktik Baik Pembelajaran Sekolah dan Pesantren Vol. 5 No. 01 (2026): Article in Press - Jurnal Praktik Baik Pembelajaran Sekolah dan Pesantren
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/IISTR.pbpsp.002127

Abstract

The rapid development of artificial intelligence (AI) is transforming educational practices across the globe. Islamic boarding schools (pesantren), one of the oldest and most influential educational institutions in Indonesia, are increasingly encountering the opportunities and challenges presented by AI technologies. Traditionally rooted in classical Islamic scholarship, character formation, and community-based learning, pesantren education faces the task of integrating digital technologies without losing its core values. This article examines how AI can function as a tool for strengthening pesantren education in the digital era. Using a conceptual and literature-based approach, the study explores three major dimensions: AI-assisted learning for religious knowledge, the transformation of pedagogical practices, and the ethical governance of AI in Islamic educational environments. The findings suggest that AI has the potential to enhance access to classical Islamic texts, support Arabic language learning, and facilitate personalized learning for santri. At the same time, careful ethical guidance and pedagogical supervision are required to ensure that AI complements rather than replaces traditional learning methods such as talaqqi and halaqah. The article proposes a conceptual framework illustrating the integration of AI tools with pesantren values, emphasizing the central role of teachers and moral guidance. The study contributes to emerging discussions on the future of Islamic education in the age of intelligent technologies and offers insights for policymakers, educators, and pesantren leaders seeking to adopt AI responsibly.
Leadership Strategies of the Head of the Islamic Boarding School in Shaping the Character of Students: A Case Study at the Salafiyah Darul Abror Islamic Boarding School in Sorong Regency Mutmainna; Hartinah; Maskur, Mohammad; Rasyid, Muh. Rusdi; Sari, Fatma
Jurnal Praktik Baik Pembelajaran Sekolah dan Pesantren Vol. 5 No. 02 (2026): Articles in Press - Jurnal Praktik Baik Pembelajaran Sekolah dan Pesantren
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/IISTR.pbpsp.002158

Abstract

The phenomenon of shifting moral values among adolescents in the digital age demands a strategic role for Islamic boarding schools in character building, particularly in heterogeneous regions such as Sorong Regency, which faces specific sociocultural challenges. This study employs a descriptive qualitative approach with data collection techniques including participatory observation, in-depth interviews, and documentary analysis at the Darul Abror Islamic Boarding School. Key findings indicate that the boarding school director’s leadership strategy is implemented through the “asah-asih-asuh” approach, which integrates direct role modeling, persuasive personal guidance, and the enforcement of humane discipline. The contribution of this study lies in strengthening a contextual model of Islamic educational leadership for regions with high levels of diversity in Eastern Indonesia. The implications of this strategy are the creation of a boarding school ecosystem conducive to the internalization of the values of independence and religiosity among students through the figure of the leader as a surrogate parent. A brief discussion in this study highlights that the effectiveness of character building is highly dependent on the balance between managerial authority and the emotional closeness of the kiai. The study’s conclusion affirms that adaptive leadership grounded in nurturing, caring, and guiding principles can bridge the differences in students’ family backgrounds to foster outstanding character. As a recommendation, pesantren leaders should enhance the pedagogical competencies of dormitory supervisors and strengthen collaboration with parents to ensure the consistent and sustainable development of students’ character.
AI-Supported Classroom Learning: Strengthening Students’ Creativity, Critical Thinking, Confidence, and Growth Mindset Azizah, Retno; Kulsum, Ummi; Zzulfa, Ziadatu; Sulistiyono, Roni
Jurnal Praktik Baik Pembelajaran Sekolah dan Pesantren Vol. 5 No. 02 (2026): Articles in Press - Jurnal Praktik Baik Pembelajaran Sekolah dan Pesantren
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/IISTR.pbpsp.002273

Abstract

The rapid integration of artificial intelligence (AI) in educational environments has transformed teaching and learning processes worldwide. AI-based tools provide adaptive learning environments, personalized feedback, and new opportunities for reflective learning that may foster students’ growth mindset and higher-order thinking skills. This study explores how AI can influence students’ confidence, reflective learning, creativity, and critical thinking in classroom settings. Using a qualitative literature review approach, this research analyzes recent scholarly works on AI in education from the past five years. The findings indicate that AI can function as a cognitive partner that enhances students’ self-confidence, supports reflective evaluation of mistakes, stimulates creativity, and promotes critical thinking skills when integrated with appropriate pedagogical strategies. However, the impact of AI also depends heavily on instructional design and students’ AI literacy. The results suggest that educators should use AI not merely as a technological tool but as a scaffold for developing a growth mindset and deeper cognitive engagement in learning. The study proposes a framework for AI-supported classroom learning that integrates reflective practice, metacognitive feedback, and creative exploration to enhance student learning outcomes.

Page 7 of 7 | Total Record : 68

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