cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Muhammad Nur Hakim
Contact Email
munuhakim92@gmail.com
Phone
-
Journal Mail Official
academicuspdtii@gmail.com
Editorial Address
https://academicus.pdtii.org/index.php/acad/about/editorialTeam
Location
Kab. pasuruan,
Jawa timur
INDONESIA
Academicus
Published by Perkumpulan Dosen Tarbiyah Islam Indonesia
ISSN : -     EISSN : 29632846     DOI : http://doi.org/10.59373/academicus
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Mathematics Other
Academicus: Journal of Teaching and Learning is a peer-reviewed academic journal dedicated to advancing research, theory, and practice in the field of education. The journal welcomes high-quality scholarly contributions from researchers, academics, and practitioners engaged in education and learning worldwide. The scope of the journal includes the following topics, Innovations in Teaching and Learning, Curriculum and Program Development, Educational Technology, Educational Psychology, Teacher Education and Professional Development, Inclusive Education and Equity in Education, and Learning Evaluation and Assessment.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 114 Documents
 8   9   10   11   12 
Daily Worship Program And Qur’an Recitation In The Formation Of Islamic Character At MAN 1, Gorontalo Regency Nola Novita Buhohang; Burhanudin Ak Mantau; Muhammad Zainul Arifin; Saifullah; Arya Pradana; Alfadhli; Ni'ma M. Alhabsyi
Academicus: Journal of Teaching and Learning Vol. 5 No. 2 (2026): Teaching and Learning
Publisher : Perkumpulan Dosen Tarbiyah Islam, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59373/academicus.v5i2.164

Abstract

This study aims to describe the implementation of the daily worship program and Qur’anic tadabbur, as well as the supporting and inhibiting factors in forming students’ Islamic character at MAN 1 Gorontalo Regency. The research used a descriptive qualitative approach with data collected through observation, interviews, and documentation involving the head of the madrasah, Islamic Religious Education teachers, tahfidz supervisors, and students. The data were analyzed through data condensation, data display, and conclusion drawing, while data validity was strengthened through source and technique triangulation. The findings show that the daily worship program is implemented through congregational dhuha prayer, Qur’an recitation before learning, congregational dzuhur prayer, sunnah prayer, short sermons, and routine evaluation. Qur’anic tadabbur is carried out through talaqqi, interactive discussion, contextualization of verses, and guided reflection so that students do not merely read or memorize the Qur’an, but also understand and practice its values. The program strengthens discipline, responsibility, patience, spiritual calm, peer support, and awareness of worship. Conceptually, this study contributes a habituation-tadabbur character formation model, while technically it offers a school-based religious culture strategy through planning, teacher modeling, monitoring, and reflective Qur’anic learning.
School-Based Prevention of Bullying and Cyberbullying in Primary Education: A Systematic Review of Intervention Components and Implementation Strategies Akhwani Akhwani; Afib Rulyansah; Jauharotur Rihlah; Nurul Aini; Fitri Mutmainnah
Academicus: Journal of Teaching and Learning Vol. 5 No. 2 (2026): Teaching and Learning
Publisher : Perkumpulan Dosen Tarbiyah Islam, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59373/academicus.v5i2.142

Abstract

Bullying and cyberbullying in elementary education impact students' psychological well-being, social relationships, digital safety, and learning engagement. This study aims to identify intervention components and implementation strategies for school-based bullying and cyberbullying prevention programs at the elementary education level. The study used a systematic literature review design following the PRISMA 2020 guidelines. A search was conducted in the Scopus database for English-language articles published between 2017 and 2026. Inclusion criteria included elementary school students aged 5–12 years, school-based prevention programs, reporting of implementation components or strategies, and empirical research, systematic reviews, or meta-analyses. Of the 230 initial records, 138 articles entered the eligibility stage, 9 were selected during initial screening, and 5 articles met all criteria after full-text verification. The synthesis results revealed five dominant component groups: knowledge and awareness education, socio-emotional development, bullying response skills, digital safety, and experiential learning. The most consistent implementation strategies included program integration within school hours, implementing training, using structured materials, active teacher or facilitator involvement, interactive activities, and process monitoring. Interventions more consistently improve knowledge, awareness, attitudes, program acceptance, and social-emotional competencies than directly reducing bullying and cyberbullying behaviors. This study confirms that promising programs are multicomponent, developmentally appropriate, involve the school ecosystem, and integrate offline and online bullying prevention.
Islamic Moderation and Counter-Radicalisation: Pedagogical Frameworks in Indonesian Pesantren Syafiqurrahman; Syihabuddin Qalyubi; Khotimah Suryani
Academicus: Journal of Teaching and Learning Vol. 5 No. 2 (2026): Teaching and Learning
Publisher : Perkumpulan Dosen Tarbiyah Islam, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59373/academicus.v5i2.165

Abstract

This article develops a comprehensive integrative conceptual framework for religious moderation in pesantren education by systematically synthesising academic literature published between 2015 and 2025. Employing a systematic literature review combined with critical discourse analysis, this study analysed 43 peer-reviewed publications sourced from major Islamic education databases, identifying patterns in theoretical approaches, pedagogical strategies, and research gaps. Three dominant theoretical paradigms are identified: (1) the Traditionalist-Theological paradigm, which grounds moderation in the retrieval of classical Islamic scholarship; (2) the Neo-Modernist paradigm, which advocates progressive reinterpretation of Islamic sources; and (3) the Socio-Political paradigm, which critically examines moderation as a state-driven governance technology. Across these paradigms, four complementary pedagogical approaches are identified: classical text interpretation (kitab kuning), kiai leadership and moral exemplarity, hidden curriculum and organisational culture, and local wisdom integration (kearifan lokal). The findings reveal persistent conceptual tensions, contested definitions of moderation, methodological limitations in measuring attitudinal change, and inadequate engagement with digital-era challenges. This article proposes an integrative framework bridging classical Islamic concepts with transformative education theory and identifies five priority areas for future research. Findings carry direct implications for curriculum development, teacher professional development, policy formulation, and counter-radicalisation strategies across Muslim-majority societies globally.
Effectiveness of Implementing Research-Based Learning Models in Islamic Religious Education on Developing Critical Thinking and Creativity Alya Riskiya; Muhlisin Muhlisin; Rahmi Anekasari
Academicus: Journal of Teaching and Learning Vol. 5 No. 2 (2026): Teaching and Learning
Publisher : Perkumpulan Dosen Tarbiyah Islam, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59373/academicus.v5i2.167

Abstract

The rapid development of information technology and digital communication in the twenty-first century requires students to possess critical thinking and creativity skills, particularly in Islamic Religious Education (PAI). This study aims to examine the effectiveness of Research-Based Learning (RBL) in fostering students’ critical thinking and creativity within PAI learning contexts. The study employed a Systematic Literature Review (SLR) approach guided by the PRISMA 2020 framework. Data were collected from Google Scholar through the Publish or Perish application, focusing on publications published between 2021 and 2026. Following the identification, screening, eligibility, and inclusion processes, eight relevant studies were selected for analysis. The findings indicate that RBL is effective in enhancing students’ critical thinking, creativity, analytical reasoning, problem-solving abilities, independent learning, and active participation in learning activities. The reviewed studies consistently demonstrate that RBL encourages students to formulate problems, investigate evidence, analyse information, and construct arguments related to religious and socio-religious issues. This study contributes to the growing body of literature by synthesising recent empirical evidence on the implementation of RBL in Islamic Religious Education across various educational levels. However, the review is limited to studies indexed in Google Scholar and published within the 2021–2026 period. Future studies are recommended to employ broader databases and empirical research designs to further examine the long-term impact of RBL on students’ cognitive, affective, and behavioural development in Islamic education.

Page 12 of 12 | Total Record : 114

 8   9   10   11   12 

Filter by Year

2022 2026


Reset
Filter By Issues
All Issue Vol. 5 No. 2 (2026): Teaching and Learning Vol. 5 No. 1 (2026): Teaching and Learning Vol. 4 No. 2 (2025): Teaching and Learning Vol. 4 No. 1 (2025): Teaching and Learning Vol. 3 No. 2 (2024): Teaching and Learning Vol. 3 No. 1 (2024): Teaching and Learning Vol. 2 No. 2 (2023): Teaching and Learning Vol. 2 No. 1 (2023): Teaching and Learning Vol. 1 No. 1 (2022): Teaching and Learning