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Abdul Wahid Zaini
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Educazione: Journal of Education and Learning
Published by Al-Qalam Institute
ISSN : 30309425     EISSN : 30309476     DOI : -
Core Subject : Religion, Humanities, Education, Social,
Religion Humanities Education Social Sciences
Educazione: Journal of Education and Learning is a medium of communication for researchers, academicians, and practitioners that provides a means for sustained discussion of relevant issues that fall within the focus and scopes of the journal, which is examined empirically in the areas of learning, development, instruction, and teaching. Educazione: Journal of Education and Learning is a peer-reviewed open-access journal that publishes articles in all areas of educational research. It aims to promote excellence through disseminating high-quality research findings and provide a platform for scientists and academics worldwide to promote, share and discuss new issues and developments in various fields of educational research. The journal publishes a broad range of papers from all branches of education and individual or group learning relating to education, including but not limited to curriculum, educational and learning innovations, elementary and secondary education, higher and adult education, teacher education, gender and education, Philosophy of education and learning, educational and information technology, educational and learning technology, etc.
Arjuna Subject : Ilmu Sosial - Ilmu Sosial (Lain-Lain)
Articles 76 Documents
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Digital Records Management and Administrative Effectiveness in Islamic Educational Institutions Hermawan Primanda; Moh. Khusnuridlo; Gunawan Gunawan
Educazione: Journal of Education and Learning Vol. 3 No. 2 (2025)
Publisher : Al-Qalam Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/educazione.v3i1.2816

Abstract

Digital transformation has encouraged higher education institutions to strengthen digital records management as an essential component of institutional governance and administrative effectiveness. This study aims to examine how digital records management contributes to administrative effectiveness at Universitas Islam Negeri Kiai Haji Achmad Siddiq Jember through institutional governance, information accessibility, and administrative workflow. A qualitative case study design was employed. Data were collected through semi-structured interviews, non-participant observations, and document analysis involving university administrators, heads of administrative units, archive management personnel, information technology staff, and academic administrative officers. The data were analyzed using Braun and Clarke's thematic analysis, supported by triangulation, member checking, peer debriefing, and an audit trail to ensure the trustworthiness of the findings. The results reveal that digital records management has been institutionalized through organizational policies, standardized operating procedures, integrated information systems, data security mechanisms, and role-based access control. Its implementation improves information accessibility, streamlines administrative workflow, strengthens inter-unit coordination, and enhances administrative efficiency, service quality, institutional accountability, evidence-based managerial decision-making, and organizational memory. The study concludes that digital records management constitutes a strategic organizational capability integrating governance, information management, and institutional learning to strengthen administrative effectiveness and promote sustainable higher education governance. These findings further demonstrate that digital records management extends beyond archival functions by creating strategic organizational value for institutional governance and evidence-based decision-making.
Integrating Pragmatics into English Language Teaching: Challenges and Opportunities Akhrif Yahsya
Educazione: Journal of Education and Learning Vol. 1 No. 1 (2023): Educational Innovation and Development
Publisher : Al-Qalam Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/educazione.v1i1.2840

Abstract

Pragmatic competence has become an essential component of communicative competence in English language teaching (ELT), yet its integration into English as a Foreign Language (EFL) classrooms remains limited. This study investigates how English teachers integrate pragmatics into classroom instruction, the challenges they encounter, and the opportunities that support pragmatic instruction in Indonesian EFL contexts. Employing a qualitative descriptive design, the study involved eight English teachers from two public senior high schools in Panyabungan, North Sumatra, Indonesia, selected through purposive sampling. Data were collected through semi-structured interviews and supporting teaching documents and analyzed using Braun and Clarke's thematic analysis. The findings revealed three major themes. First, teachers integrated pragmatics through explicit instruction of speech acts, contextual role-play, authentic audiovisual materials, and discussions of pragmatic failure. Second, teachers encountered several pedagogical and contextual challenges, including limited pragmatic content in textbooks, difficulties in assessing pragmatic competence, insufficient confidence in teaching culturally embedded meanings, first-language interference, limited exposure to authentic English communication, and examination-oriented learning. Third, several opportunities facilitated pragmatic instruction, including digital technology, the flexibility of the Merdeka Curriculum, the integration of Mandailing cultural values, and collaboration through the English Teachers' Working Group (MGMP). The study concludes that although pragmatic instruction remains constrained by various structural factors, Indonesian EFL teachers demonstrate considerable pedagogical creativity in promoting communicative competence. The findings highlight the importance of strengthening teacher professional development, improving instructional materials, and incorporating pragmatic competence more systematically into English language curricula and assessment.
Pious Simulacra: Millennial Muslim Piety on Social Media and Its Implications for Islamic Education Khairul Rezqi Alviansyah; Dian Mohammad Hakim; Abdul Jalil
Educazione: Journal of Education and Learning Vol. 3 No. 2 (2025)
Publisher : Al-Qalam Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/educazione.v3i1.2966

Abstract

Young Muslims increasingly present their religiosity on social media, turning piety into something displayed as much as practiced. This study examines how millennial Muslims represent piety on Instagram, TikTok, and YouTube, how those representations harden into simulacra under platform logic, and what the phenomenon means for Islamic education. The research uses a qualitative approach with a hermeneutic phenomenological design. Data came from digital observation, in-depth interviews with a religious content creator, a millennial audience member, and an Islamic-education teacher, and documentation, then were analyzed through the interactive model of Miles and Huberman within an interpretive frame. Findings show that piety online is constructed from religious symbols, hijrah narratives, and aesthetic craft, and that its persuasive weight rests as much on packaging as on doctrinal content. Once reproduced, aesthetically filtered, and algorithmically distributed, the sign of piety begins to circulate independently of the devotion it once signaled, producing a condition of hyperreality that informants recognized yet could not escape. This mediated piety reaches students as decontextualized fragments, leaving them fluent in the markers of religiosity but less practiced in its substance. The study consolidates these findings into the Pious Simulacrum-to-Pedagogy model, which identifies critical digital literacy and character formation as paired responses. Its implication is that Islamic education must treat the algorithmic feed as both the source of the problem and a resource for transforming religious learning, moving students from recognizing pious signs toward grasping the substance those signs are meant to carry.
Endowed or Owned? Theorising Ownership Status as a Governance Antecedent in the Management of Indonesian Pesantren Ali Muhlisin; Zulkiple Abd Ghani; Muhamad Towil Akhirudin
Educazione: Journal of Education and Learning Vol. 3 No. 2 (2025)
Publisher : Al-Qalam Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/educazione.v3i1.2970

Abstract

Ownership of the institutional asset base is among the most consequential yet least theorized features of Indonesian pesantren. This article asks how ownership status conditions governance arrangements and core management practices. It applies a structured conceptual review with thematic synthesis, informed by PRISMA 2020 reporting logic, to 62 scholarly and documentary sources published between 2010 and 2025 and retrieved from Scopus, Web of Science, Google Scholar, Indonesian indexing portals, and institutional grey literature. Coding proceeded through inductive theme identification, analytic clustering, and framework construction across two iterative passes. The synthesis produced six themes and four mechanism families that position ownership status as a foundational governance condition rather than a legal formality. The resulting framework links three ownership configurations, waqf khayri, waqf ahli or family-stewardship arrangements, and non-waqf control, to authority structure, accountability direction, stakeholder oversight, and rule formalization, and through these to decision-making, asset and financial management, leadership succession, and strategic planning. Five contextual moderators are specified, among which digital capability sharply lowers the transaction cost of formal accountability. Seven testable propositions and an operationalization agenda are advanced for comparative and multiple-case research. The framework offers pesantren leaders, nazhir bodies, and policy stakeholders a differentiated basis for governance reform.
Strategic Educational Marketing in Islamic Educational Institutions: Managing Institutional Growth and Sustainability Yulianto; St. Rodliyah; Gunawan
Educazione: Journal of Education and Learning Vol. 3 No. 2 (2025)
Publisher : Al-Qalam Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/educazione.v3i2.2817

Abstract

Islamic higher education institutions increasingly face pressure to compete, respond to shifting stakeholder expectations, and remain viable over the long term, yet educational marketing is still widely treated as promotion rather than a strategic management function. This study examines how strategic educational marketing is planned, implemented, and sustained to support institutional growth and sustainability. A qualitative case study guided the research. Data came from semi-structured interviews, non-participant observation, and document analysis involving university leaders and key administrative stakeholders, collected between May and July 2026, and were analyzed through the interactive model of Miles, Huberman, and Saldaña, with credibility secured through triangulation and member checking. The findings indicate that marketing planning integrates environmental analysis, stakeholder engagement, institutional branding, and segmentation, targeting, and positioning within the university governance system. Implementation combines digital platforms, school visits, partnerships, alumni engagement, and community outreach to strengthen visibility and stakeholder relationships, while sustainability rests on reputation, trust, continuous quality improvement, and internationalization. Rather than a promotional tool, strategic educational marketing operates as an integrated governance capability that carries the institution through transformation while preserving its Islamic identity. These results imply that university leaders should embed marketing within governance and quality assurance to achieve sustainable institutional development.
Application of Scaffolding Techniques by Teachers in Narrative Writing Instruction for Third-Grade Students with Learning Difficulties Syaiful Rohman
Educazione: Journal of Education and Learning Vol. 3 No. 2 (2025)
Publisher : Al-Qalam Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/educazione.v3i2.3009

Abstract

Students with learning difficulties frequently encounter significant obstacles in producing narrative texts, particularly at the elementary level where foundational literacy skills are established. This qualitative case study examined how classroom and special education teachers applied scaffolding techniques during narrative writing instruction for three third-grade students with learning difficulties at an inclusive public elementary school in Blitar City, East Java, Indonesia. Data were collected through classroom observations across fourteen instructional sessions, semi-structured interviews with two participating teachers, and documentary analysis of student writing samples and instructional records. Thematic analysis following Miles, Huberman, and Saldaña (2014) revealed four principal scaffolding patterns in teachers' practice, namely verbal modeling through think-aloud strategies, graphic organizer-based structural scaffolding, graduated writing prompts aligned with individual zones of proximal development, and peer-mediated collaborative scaffolding. Teachers demonstrated adaptive calibration of support levels in response to observed student progress, although systematic documentation of scaffolding procedures remained limited. The findings indicated that multimodal and adaptively delivered scaffolding substantially enhanced the writing engagement and narrative output quality of students with learning difficulties. The study contributes to the emerging body of inclusive literacy research in Indonesian elementary education and offers practical implications for the design of differentiated writing instruction within inclusive classroom settings.

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