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Zaenal Abidin
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ZIJEd :Zabags International Journal of Education
Published by Zabags Qu Publish
ISSN : 29886724     EISSN : 29879973     DOI : https://doi.org/10.61233/zijed
Core Subject : Humanities, Science, Education, Social,
Humanities Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Social Sciences Other
ZIJEd (Zabags International Journal of Education) is an educational journal with an interdisciplinary "education" platform that welcomes and recognizes high quality research papers in the field of education written by researchers, academics, professionals and practitioners from all over the world. This journal is interdisciplinary in education in a variety of approaches and includes case study reports, experiments, surveys, discussions of conceptual and methodological issues and underlying assumptions in educational research in general or specifically, ongoing research reports, and book reviews.
Arjuna Subject : Umum - Umum
Articles 30 Documents
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Focus Group Discussion How to Quickly Build Students' Critical Thinking Skills Abidin, Zaenal; Shah, Zubair Ahmad; Rauf , Muhammad
Zabags International Journal of Education Vol. 3 No. 1 (2025): Education
Publisher : CV. Zabags Qu Publish

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61233/zijed.v3i1.23

Abstract

This study aims to focus on Group Discussion: How to Quickly Build Students' Critical Thinking Skills. It includes how this strategy can be implemented more optimally at various levels of education and learning contexts for students of the Elementary Madrasah Teacher Education Study Program, Al-Mujaddid Sabak Islamic Institute. In discussing the theme of Focus Group Discussion as an Effective Strategy in Developing Critical Thinking Skills in Students, the appropriate research method is qualitative research with a descriptive approach and in-depth interviews. It can be concluded that the implementation of Focus Group Discussion (FGD) as a learning strategy in the Educational Management course at the Elementary Madrasah Teacher Education Study Program, Al-Mujaddid Sabak Islamic Institute, is very effective in developing students' critical thinking skills. Through a collaborative, interactive, and reflective discussion process, students are actively involved in expressing and evaluating various perspectives, as well as analyzing real cases in educational management. FGD not only helps students understand educational management theory more deeply but also trains them to think critically in dealing with complex situations in the real world. Although there are challenges in its implementation, the role of lecturers as facilitators and creators of an inclusive discussion atmosphere can overcome these obstacles, so that FGD can be carried out more optimally.
The Influence of Integrated Thematic Learning Method on the Academic Achievement of Primary School Students in Indonesia Tryas, Ita; Hashim, Emilda
Zabags International Journal of Education Vol. 3 No. 1 (2025): Education
Publisher : CV. Zabags Qu Publish

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61233/zijed.v3i1.24

Abstract

This study investigates the influence of integrated thematic learning on the academic achievement of primary school students in Indonesia. Recognizing that elementary education serves as the foundation for cognitive, affective, and psychomotor development, the research explores how integrated learning methods which unify multiple subjects under a single contextual theme impact students’ learning outcome. Employing a mixed methods approach with a correlational design, the study involved questionnaires, interviews, classroom observations, and documentation from third-grade students and teachers in a public elementary school. Quantitative results revealed a statistically significant positive correlation between the implementation of thematic instruction and students' academic performance. Meanwhile, qualitative findings emphasized increased student engagement, contextual understanding, and collaborative learning experiences. These results underscore the pedagogical effectiveness of integrated thematic learning, especially in supporting the holistic development of students under the 2013 Curriculum framework. The study contributes to existing literature by combining statistical evidence with classroom insights and offers practical recommendations for curriculum developers, teachers, and policymakers seeking to improve learning outcomes through innovative, student-centered instructional strategies.
Indonesian Students’ Readiness for the Workforce from the Perspective of the Merdeka Belajar Kampus Merdeka (MBKM) Curriculum Wargo; Arjmand, Reza; Rahmah, Lina Uliatur
Zabags International Journal of Education Vol. 3 No. 1 (2025): Education
Publisher : CV. Zabags Qu Publish

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61233/zijed.v3i1.25

Abstract

The transformation of higher education in the era of the Industrial Revolution 4.0 and Society 5.0 demands graduates who are not only theoretically proficient but also practically competent, adaptable, and ready to face an unpredictable job market. In response to this challenge, the Indonesian Ministry of Education, Culture, Research, and Technology launched the Merdeka Belajar Kampus Merdeka (MBKM) program, aiming to bridge the gap between academic learning and professional demands. This study investigates the extent to which Indonesian undergraduate students are prepared to enter the workforce through their participation in MBKM activities. Employing a qualitative phenomenological approach, the research draws on primary data collected through observations, interviews, and document analysis involving students, academic supervisors, and industry partners at Institut Islam Al-Mujaddid Sabak. The findings reveal that while MBKM fosters discipline, communication, teamwork, and exposure to real-world work environments, students' overall readiness varies depending on internal motivation, emotional maturity, and the quality of institutional support. This article contributes to the discourse on educational reform by offering a multidimensional framework of student readiness, rooted in experiential learning theory, and highlights the need for more inclusive and structured MBKM implementation across higher education institutions in Indonesia.
The Role of the Program Indonesia Pintar in Increasing School Participation Among Underprivileged Children Fatiroh, Eti; Mutmainnah; Bibi , Tahira; Fauzi, Hairul
Zabags International Journal of Education Vol. 3 No. 1 (2025): Education
Publisher : CV. Zabags Qu Publish

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61233/zijed.v3i1.26

Abstract

Education is the main foundation for the development of competitive human resources, but access to equitable education is still a serious challenge for children from underprivileged families. Economic inequality results in low school participation among vulnerable groups, although the government has launched the Smart Indonesia Program (PIP) as an affirmative strategy to encourage education sustainability through cash assistance. This study aims to describe the implementation of PIP and analyze its role in increasing school participation of underprivileged children. Using a descriptive qualitative approach, data were collected through in-depth interviews, field observations, and documentation from PIP recipients, parents, principals, and program managers in the research area. The results show that PIP contributes positively to the sustainability of education through the reduction of economic barriers, but its effectiveness is still influenced by the validity of recipient data, delays in the distribution of funds, and social support in the surrounding environment. This research emphasizes the importance of synergy between education policy, technical supervision, and community participation in supporting poor children to continue to access formal education. These findings make conceptual contributions to social justice theory and enrich practical understanding of the implementation of more inclusive and contextual educational assistance programs.
The Effectiveness of Islamic Religious Education in Shaping the Character of Elementary School Students Niskaromah; Abdullah, Anna Christina; Amalia, Putri
Zabags International Journal of Education Vol. 3 No. 1 (2025): Education
Publisher : CV. Zabags Qu Publish

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61233/zijed.v3i1.27

Abstract

Islamic Religious Education (IRE) plays a strategic role in fostering students’ religious character from an early age, particularly at the elementary level, which serves as a crucial foundation for children’s moral and spiritual development. Amid the challenges of globalization and the declining influence of religious values within family environments, the effectiveness of IRE implementation in instilling Islamic values has become an essential issue for in-depth investigation. This study aims to evaluate the effectiveness of IRE in shaping the religious character of elementary school students and to identify the supporting and inhibiting factors influencing the process. Employing a descriptive qualitative approach with a phenomenological strategy, data were collected through interviews, observations, and documentation involving IRE teachers, students, school principals, and parents, and then analyzed thematically using triangulation techniques. The findings reveal that the effectiveness of IRE is strongly influenced by teachers’ exemplary behavior, the habituation of religious practices within the school environment, and family involvement, although challenges remain regarding instructional methods and the continuity of religious values outside the school setting. This study contributes to the development of a more integrative and contextual Islamic character education practice and offers direction for strengthening collaboration among schools, families, and communities in nurturing religiously devoted young generations from an early age.
The Use of Visual Media in Early Literacy Learning in Kindergarten Dalia Rimavičienė; Nicholas Zaranis; Evanthia Synodi
Zabags International Journal of Education Vol. 3 No. 2 (2025): Education
Publisher : CV. Zabags Qu Publish

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61233/zijed.v3i2.28

Abstract

Early childhood education plays a crucial role in laying the foundation for literacy, which underpins academic success in later stages. Early literacy encompasses not only reading and writing skills but also the ability to comprehend meaning, recognize symbols, and communicate effectively. However, literacy learning practices in kindergarten continue to face challenges, particularly regarding the underutilization of visual media, which is inherently more aligned with the cognitive characteristics of young children who think concretely and iconically. This study aims to describe the forms of visual media usage in early literacy learning, analyze its contribution to enhancing children’s literacy skills, and identify the supporting and inhibiting factors in its implementation. Employing a qualitative case study approach, data were collected through observations, interviews, and documentation involving teachers, children, principals, and parents in selected kindergarten institutions. Data analysis was conducted thematically using triangulation techniques to ensure validity. The findings reveal that visual media such as flashcards, picture storybooks, animated videos, and interactive teaching aids enhance learning motivation, strengthen memory retention, and facilitate children’s comprehension of literacy concepts. Furthermore, teacher creativity and parental support emerged as key success factors, while limited resources and pedagogical competencies posed major challenges. This study contributes to strengthening the theoretical framework of visual literacy in early childhood education and provides practical implications for teachers, institutions, and policymakers to systematically integrate visual media into the early childhood curriculum.
Collaborative Management in Enhancing the Quality of Islamic Education Services Zuraidah Abdullah; Rawai, Norshakila Muhamad; Ita Tryas Nur Rochbani
Zabags International Journal of Education Vol. 3 No. 2 (2025): Education
Publisher : CV. Zabags Qu Publish

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61233/zijed.v3i2.29

Abstract

Islamic education plays a vital role in shaping generations with strong character, knowledge, and noble values; however, in the era of globalization and technological advancement, Islamic educational institutions face significant challenges in maintaining and improving service quality. This study aims to analyze the implementation of collaborative management in improving the quality of Islamic education services, focusing on its forms of application, supporting and inhibiting factors, as well as its contribution to educational outcomes. Employing a qualitative case study approach, data were collected through interviews, observations, documentation, and supporting questionnaires, then analyzed using triangulation techniques and thematic coding. The findings indicate that collaborative management is realized through regular consultations, parental involvement, cooperation among teachers, and the active participation of external stakeholders, which collectively enhance academic performance, strengthen character development, and reduce student absenteeism. Key supporting factors include visionary leadership, a culture of consultation, and community support, while challenges consist of limited resources, teachers’ heavy workload, and communication barriers. The study provides a theoretical contribution by integrating Islamic values such as shura (consultation), ukhuwah (brotherhood), and ta’awun (mutual assistance) into the framework of collaborative management, and a practical contribution by offering an adaptive and inclusive participatory management model. These findings are expected to serve as a reference for advancing Islamic educational management theory and policymaking to sustainably improve the quality of educational services.
Digital Transformation in the Management of Private Islamic Higher Education Institutions: Opportunities and Challenges Zaenal Abibin; AL-Momani, Mohammad Omar; Aliamat Omar Ali
Zabags International Journal of Education Vol. 3 No. 2 (2025): Education
Publisher : CV. Zabags Qu Publish

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61233/zijed.v3i2.30

Abstract

Digital transformation has become a strategic issue in higher education management, including in Perguruan Tinggi Islam Swasta (PTIS), which are required to enhance academic service quality, management effectiveness, and competitiveness in the global era. This study aims to describe the implementation of digital transformation in PTIS management, identify opportunities, analyze challenges, and propose optimization strategies. A qualitative approach, employing a case study strategy, was used. Data were collected through observations, in-depth interviews with university leaders, lecturers, administrative staff, and students, as well as institutional documents and policies. The findings indicate that PTIS has implemented various systems, including SIAKAD (an academic information system), a Learning Management System (LMS), digital libraries, and technology-based financial services. Nevertheless, obstacles remain, including limited infrastructure, resistance among some lecturers, low digital literacy, and financial constraints. At the same time, digitalization opens up opportunities for greater transparency in governance, improved administrative efficiency, expanded access to learning, and stronger Good University Governance. These findings underscore the importance of adaptive management strategies, systematic human resource capacity-building, and sustainable infrastructure investment to ensure effective and relevant digital transformation in PTIS.
Character Education and the Challenges of Globalization: A Case Study on Generation Z Students Niskaromah; Sayida Khoiratun Nisak; Nachima Bakoh; Eko Fabianto; Siti Robaya Jantan
Zabags International Journal of Education Vol. 3 No. 2 (2025): Education
Publisher : CV. Zabags Qu Publish

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61233/zijed.v3i2.31

Abstract

This study aims to describe the implementation of character education among Generation Z, analyze the challenges of globalization that influence their character development, and formulate strategies for strengthening character education in the digital era. As digital natives, Generation Z faces both opportunities and risks from the flow of technology, information, and global culture, which may weaken identity and local values if not balanced by strong character education. This research employed a qualitative descriptive case study approach. Primary data were collected through interviews, observations, and documentation, while secondary data were obtained from curriculum documents and related literature. Data were analyzed with triangulation of sources and techniques to ensure validity. The findings reveal four main points: schools have integrated character education into their curricula and activities, globalization and digital culture pose significant challenges, a gap exists between moral knowledge and students’ actions, and strategies remain focused on religious and academic aspects with limited emphasis on local cultural values. The study concludes that character education for Generation Z requires innovative, contextual, and collaborative strategies that integrate technology, local values, and religious principles.
Effectiveness of Hybrid Learning in Enhancing Self-Directed Learning among University Students Dilani Gedera; Maimunah; Wargo; Nor Azura Abdullah; Masitah Shahrill
Zabags International Journal of Education Vol. 3 No. 2 (2025): Education
Publisher : CV. Zabags Qu Publish

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61233/zijed.v3i2.32

Abstract

The digital transformation of higher education has accelerated the adoption of hybrid learning models that combine face-to-face and online instruction. This quantitative correlational study investigates the influence of hybrid learning effectiveness on university students’ self-directed learning. A sample of 120 students completed a structured Likert-type questionnaire measuring five dimensions of self-directed learning (self-regulation, intrinsic motivation, time management, initiative in seeking resources, and self-evaluation) and multiple indicators of hybrid learning effectiveness (balance of synchronous/ asynchronous activities, access to digital resources, pedagogical interactivity, and instructor support). Data were analyzed using descriptive statistics, Pearson correlation, and simple linear regression implemented in SPSS. Results indicate a positive and statistically significant relationship between hybrid learning effectiveness and students’ self-directed learning, with hybrid learning accounting for a substantial portion of variance in autonomy-related outcomes. The findings suggest that successful hybrid designs necessitate not only technological readiness but also intentional pedagogical strategies and instructor facilitation to foster learner autonomy. The study reinforces the theoretical fit of self-directed learning frameworks in hybrid contexts and offers practical guidance for institutions aiming to cultivate autonomous learners in the digital era.

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