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MUALLIMUN : JURNAL KAJIAN PENDIDIKAN DAN KEGURUAN
Published by Institut Agama Islam Negeri Palangka Raya
ISSN : 27767728     EISSN : 27756858     DOI : https://doi.org/10.23971/muallimun
Core Subject : Education,
Education
Jurnal Kajian Pendidikan dan Keguruan is a scientific journal of Islamic education managed and published by Tarbiyah Department, Faculty of Tarbiyah and Teacher Training, IAIN Palangka Raya. This journal publishes research articles about Islamic education and education in general. It covers articles in the fields of Islamic Education, Islamic Education Management, Madrasah Ibtidaiyah Teacher Education, Early Childhood Islamic Education, Education and Teacher Training, Outside School Education, Curriculum Development, Science Education, Social Studies Education, Basic Education, Educational Management, Counseling Guidance, Learning Evaluation, Learning Strategies, Learning Models and Methods, Educational Psychology, and Learning Media.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 88 Documents
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Interfaith Learning Innovations: Strategies Used by PAI-PAK Teachers to Foster Religious Moderation Among Students at SMAN 01 Pecangaan Nasfi, Naila Tazkiyatan; Saefudin, Ahmad
Muallimun : Jurnal Kajian Pendidikan dan Keguruan Vol 6 No 1 (2026): Vol. 6 No. 1 (2026): MUALLIMUN
Publisher : Institut Agama Islam Negeri Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/muallimun.v6i1.11325

Abstract

The growing exposure of students to radical and intolerant ideologies presents a challenge for fostering social cohesion in pluralistic societies such as Indonesia. This study examines how Islamic Religious Education (PAI) and Christian Religious Education (PAK) teachers collaborate to implement pedagogical strategies that strengthen students' religious moderation in a diverse school context. Using a qualitative case study design, data were collected through interviews, observations, and document analysis involving school leaders, teachers, and students at a public senior high school in Jepara. The data were analyzed using thematic analysis. The findings show that religious moderation emerges from the interaction of four key elements: institutional policies and leadership support, interfaith teacher collaboration, interactive learning strategies, and students' daily social interactions. These elements form a Collaborative Moderation Model, in which moderation is internalized as a systemic and relational process rather than a single instructional outcome. This study contributes an integrated framework for promoting religious moderation and provides practical implications for developing inclusive educational practices in pluralistic settings.
IMPLEMENTING DISASTER SAFE EDUCATION THROUGH BEST DISASTER MITIGATION Farhana, Elda; Musrikah, Musrikah
Muallimun : Jurnal Kajian Pendidikan dan Keguruan Vol 6 No 1 (2026): Vol. 6 No. 1 (2026): MUALLIMUN
Publisher : Institut Agama Islam Negeri Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/muallimun.v6i1.11330

Abstract

Indonesia is highly vulnerable to natural disasters due to its location along the Pacific Ring of Fire. This condition necessitates integrating disaster risk reduction into educational systems, particularly in early childhood education. However, empirical studies on the implementation of disaster-safe education at this level remain limited. This study aims to analyze the implementation of disaster-safe education and identify its strengths and challenges at Aisyiyah Bustanul Athfal (ABA) Penjor Early Childhood Education Center in Tulungagung, East Java, Indonesia. This study employed a qualitative exploratory approach, collecting data through observations, interviews, and documentation with teachers and members of the Disaster-Safe Education Unit. The researchers analyzed the data using an interactive model involving data reduction, data display, and conclusion drawing, supported by triangulation to ensure validity. The findings indicate that educators implement disaster-safe education through experiential learning activities, including self-rescue simulations, hazard identification, first-aid training, and traditional early warning systems rooted in local wisdom. These practices significantly enhance children's awareness, preparedness, and responsiveness to disaster risks. Nevertheless, challenges such as limited infrastructure and resources persist. This study contributes to the growing body of knowledge on disaster education by providing empirical evidence of effective disaster mitigation practices in early childhood settings. The findings highlight the importance of integrating disaster-safe education into early childhood curricula to foster resilient and disaster-prepared generations.
Clash of Champions Gamification and Mathematics Learning Motivation among Elementary School Students Fauziyah, Dina Awwalya; Kusmawati, Heny
Muallimun : Jurnal Kajian Pendidikan dan Keguruan Vol 6 No 1 (2026): Vol. 6 No. 1 (2026): MUALLIMUN
Publisher : Institut Agama Islam Negeri Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/muallimun.v6i1.11463

Abstract

This study explores the use of Ruangguru Clash of Champions gamification in shaping fourth-grade students’ mathematics learning motivation at Kauman Pati Islamic Elementary School. The study responds to the need for more engaging mathematics learning by examining how a popular edutainment-based platform is pedagogically integrated into classroom practice. A descriptive qualitative design was employed, involving the school principal, one fourth-grade teacher, fourth-grade students, and selected student interviewees as research informants. Data were collected through classroom observation, semi-structured interviews, and documentation, and were analyzed using the interactive model of data condensation, data display, and conclusion drawing/verification. The findings show that Clash of Champions shaped students’ motivation through school support, teacher mediation, competitive features, immediate feedback, and classroom regulation. Features such as Math Mayhem, points, rankings, leaderboards, and time-limited challenges encouraged students’ enthusiasm, participation, focus, quick thinking, and achievement orientation. However, the findings also revealed emotional and technical tensions, including anxiety, fear of making mistakes, time pressure, limited Smart TV availability, internet dependence, and classroom time management issues. This study contributes to gamified mathematics learning literature by conceptualizing Clash of Champions as a teacher-mediated pedagogical ecosystem rather than a stand-alone digital intervention. The study implies that gamification can support elementary mathematics learning when it is accompanied by teacher guidance, classroom agreements, feedback-based reflection, emotional support, and adequate digital infrastructure.
Enhancing Children's Spiritual and Cognitive Development Through a Hadith Memorization Guide for Teachers and Parents Aida Rika Sari; Imron Arifin; Pramono Pramono
Muallimun : Jurnal Kajian Pendidikan dan Keguruan Vol 6 No 1 (2026): MUALLIMUN
Publisher : Institut Agama Islam Negeri Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/muallimun.v6i1.10962

Abstract

This study examines a collaborative hadith memorization model involving teachers and parents to enhance children’s spiritual and cognitive development in early childhood education. A qualitative case study was conducted at RA Persis Bangil, Indonesia, involving one classroom teacher and ten parents as participants, with thirty one students observed. Data were collected through in depth interviews, observations, and focus group discussions and analyzed using thematic analysis. The findings reveal that interactive memorization methods, including pop up books, storytelling, and game based media, improved children’s engagement and retention. Teacher parent collaboration strengthened the internalization of spiritual values and ensured learning continuity between school and home. Supportive physical and emotional environments further accelerated moral habituation and cognitive comprehension. The study proposes a holistic religious learning framework integrating pedagogical innovation, family engagement, and environmental support to optimize early childhood development.
Multicultural Character Education in Islamic Vocational Schools: A Qualitative Study Maharani Fadhiyah Haifani; Rochmah Wijayanti; Sabar Narimo; Muh. Musyiam
Muallimun : Jurnal Kajian Pendidikan dan Keguruan Vol 6 No 1 (2026): MUALLIMUN
Publisher : Institut Agama Islam Negeri Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/muallimun.v6i1.11131

Abstract

Multicultural value-based character education is increasingly important in vocational schools where students are expected to develop not only technical competence but also social responsibility, tolerance, cooperation, and respect for diversity. This study aims to analyze the implementation of multicultural value-based character education at SMK Muhammadiyah 1 Baturetno, an Islamic vocational school in Central Java, Indonesia. A qualitative approach with a descriptive-analytical design was employed. Data were collected through in-depth interviews with the principal, teachers, and students, non-participant observation of classroom and school activities, and document analysis. The data were analyzed using data condensation, data display, and conclusion drawing, supported by source and technique triangulation. The findings show that character education is integrated into classroom learning, religious habituation, extracurricular activities, school discipline, teacher role modelling, and daily social interaction. Character values such as religiosity, discipline, responsibility, cooperation, and social care are reinforced alongside multicultural values, including tolerance, respect for diversity, equality, and non-discrimination. The study also reveals that teachers play a central role in modelling inclusive behaviour and using dialogue to guide students’ character development. However, implementation remains challenged by uneven teacher understanding and inconsistent value integration across school practices. This study contributes to the literature by showing how an Islamic vocational school can connect religiously grounded character formation with multicultural and inclusive social interaction.
Beyond Digitalization: AI-Driven Administrative Management and Its Impact on School Quality Improvement Maskanah Maskanah; Adiyono Adiyono; Nur Muhammad; Ali Said Al-Matari; Iro Waziroh
Muallimun : Jurnal Kajian Pendidikan dan Keguruan Vol 6 No 1 (2026): MUALLIMUN
Publisher : Institut Agama Islam Negeri Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/muallimun.v6i1.11137

Abstract

The fast-disrupting entry of artificial intelligence (AI) into educational administration has warranted the need to decipher how digital transformation works beyond passing technical efficiencies; indeed, digital transformation creates havoc at the heart of school quality improvements. Existing literature mainly focuses on technology adoption and results pertaining to performance outcomes, while relatively lesser emphasis is given to the introduction of organizational and professional changes that accompany AI-borne administrative practices. This study aims to analyze the re-engineering of administrative workflows, decision-making, and professional roles in school management as a function of AI-supported administrative management. This research took a qualitative case study approach to provide a deeper understanding of AI-enabled administrative change in a school context. Data were gathered through semi-structured interviews with school leaders and administrative staff, non-participant observation of administrative processes, and secondary document analysis. The data were thematically analyzed for recurring patterns of efficiency, transparency, and transformation of professional practice. The findings suggest that AI-based administration improves the means of procedure efficiency and enhances the accuracy and transparency of data, and refashions administrative roles to function more in analytical and coordinative aspects rather than in routine clerical functions. Most significantly, the study shows that AI in reality acts as an enabling infrastructure restructuring administrative logic and organizational practices, but does not simply automate them. The results depict the importance of adopting a process perspective of AI integration, which can inform better and more context-specific educational management policies.
From Digital Consumers to Knowledge Creators: Reconceptualizing Web 2.0 Integration through a Pedagogical Maturity Continuum in Primary Education Ethem Gürhan
Muallimun : Jurnal Kajian Pendidikan dan Keguruan Vol 6 No 1 (2026): MUALLIMUN
Publisher : Institut Agama Islam Negeri Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/muallimun.v6i1.11267

Abstract

The rapid digitalization of education has intensified expectations for meaningful technology integration, yet the relationship between Web 2.0 adoption and pedagogical transformation remains theoretically underdeveloped. This study advances a theory-building integrative synthesis to reconceptualize Web 2.0 integration in primary education beyond instrumental use. Drawing on a systematic search of peer-reviewed studies (2019–2024; n = 38), the analysis integrates the Technological Pedagogical Content Knowledge (TPACK) framework, socially mediated self-efficacy, and structural perspectives to explain conditions of transformation. The findings reveal a persistent diffusion–transformation gap, in which technological adoption often enhances instructional efficiency without restructuring epistemological practices. To address this limitation, the study proposes the Pedagogical Maturity Continuum, a developmental framework explaining how teachers progress from technological familiarity to epistemological reconfiguration. The model demonstrates that transformation emerges only through the convergence of TPACK alignment, ecosystem-supported self-efficacy, and institutional coherence. This study contributes a theoretically grounded framework that reframes technology integration as a conditional and developmental process, offering a foundation for future empirical validation and policy design.
Digital Pedagogy in Islamic Education: A Systematic Review Toward a Value-Inclusive Framework Yuliana Yuliana; Tri Wahyudi Ramdhan; Rafat Bukola Dauda
Muallimun : Jurnal Kajian Pendidikan dan Keguruan Vol 6 No 1 (2026): MUALLIMUN
Publisher : Institut Agama Islam Negeri Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/muallimun.v6i1.11292

Abstract

This study examines the transformation of digital pedagogy in Islamic education by addressing the tension between technological integration and the preservation of value-based learning traditions. Using a Systematic Literature Review (SLR) approach guided by the PRISMA 2020 protocol, this study analyzes 20 peer-reviewed journal articles published between 2021 and 2025. The analysis combines thematic content analysis and critical interpretation to identify technological typologies, implementation challenges, and adaptive strategies. The findings reveal that digital pedagogy in Islamic education is characterized by a hybrid model that integrates technologies such as Learning Management Systems (LMS) and communication platforms, as well as emerging tools such as artificial intelligence, without replacing traditional pedagogical practices. However, the study also identifies significant limitations of digital systems in facilitating the transmission of ethical and spiritual values, highlighting the continued centrality of teacher presence. In addition, the transformation of religious authority and institutional governance emerges as a key dimension of digitalization. This study contributes to the literature by proposing a value-inclusive digital pedagogical framework, which integrates technological, pedagogical, and ethical dimensions. The findings imply that effective digital transformation in Islamic education requires a balanced approach that aligns technological innovation with core values such as adab and barakah.
Interfaith Learning Innovations: Strategies Used by PAI-PAK Teachers to Foster Religious Moderation Among Students at SMAN 01 Pecangaan Naila Tazkiyatan Nasfi; Ahmad Saefudin
Muallimun : Jurnal Kajian Pendidikan dan Keguruan Vol 6 No 1 (2026): MUALLIMUN
Publisher : Institut Agama Islam Negeri Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/muallimun.v6i1.11325

Abstract

The growing exposure of students to radical and intolerant ideologies presents a challenge for fostering social cohesion in pluralistic societies such as Indonesia. This study examines how Islamic Religious Education (PAI) and Christian Religious Education (PAK) teachers collaborate to implement pedagogical strategies that strengthen students' religious moderation in a diverse school context. Using a qualitative case study design, data were collected through interviews, observations, and document analysis involving school leaders, teachers, and students at a public senior high school in Jepara. The data were analyzed using thematic analysis. The findings show that religious moderation emerges from the interaction of four key elements: institutional policies and leadership support, interfaith teacher collaboration, interactive learning strategies, and students' daily social interactions. These elements form a Collaborative Moderation Model, in which moderation is internalized as a systemic and relational process rather than a single instructional outcome. This study contributes an integrated framework for promoting religious moderation and provides practical implications for developing inclusive educational practices in pluralistic settings.
IMPLEMENTING DISASTER SAFE EDUCATION THROUGH BEST DISASTER MITIGATION Elda Farhana; Musrikah Musrikah
Muallimun : Jurnal Kajian Pendidikan dan Keguruan Vol 6 No 1 (2026): MUALLIMUN
Publisher : Institut Agama Islam Negeri Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/muallimun.v6i1.11330

Abstract

Indonesia is highly vulnerable to natural disasters due to its location along the Pacific Ring of Fire. This condition necessitates integrating disaster risk reduction into educational systems, particularly in early childhood education. However, empirical studies on the implementation of disaster-safe education at this level remain limited. This study aims to analyze the implementation of disaster-safe education and identify its strengths and challenges at Aisyiyah Bustanul Athfal (ABA) Penjor Early Childhood Education Center in Tulungagung, East Java, Indonesia. This study employed a qualitative exploratory approach, collecting data through observations, interviews, and documentation with teachers and members of the Disaster-Safe Education Unit. The researchers analyzed the data using an interactive model involving data reduction, data display, and conclusion drawing, supported by triangulation to ensure validity. The findings indicate that educators implement disaster-safe education through experiential learning activities, including self-rescue simulations, hazard identification, first-aid training, and traditional early warning systems rooted in local wisdom. These practices significantly enhance children's awareness, preparedness, and responsiveness to disaster risks. Nevertheless, challenges such as limited infrastructure and resources persist. This study contributes to the growing body of knowledge on disaster education by providing empirical evidence of effective disaster mitigation practices in early childhood settings. The findings highlight the importance of integrating disaster-safe education into early childhood curricula to foster resilient and disaster-prepared generations.

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