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Andri Putra Kesmawan
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Perumahan Sidorejo, Jl. Sidorejo Gg. Sadewa No.D3, Sonopakis Kidul, Ngestiharjo, Kapanewon Kasihan, Kabupaten Bantul, Daerah Istimewa Yogyakarta 55184
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INDONESIA
Frontiers in Research Journal
Published by Indonesian Journal Publisher
ISSN : -     EISSN : 3063606X     DOI : https://doi.org/10.47134/frontiers
Core Subject : Economy, Humanities, Education, Social,
Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Social Sciences
Scope and Focus: The journal embraces a wide array of topics, including but not limited to: Natural and Physical Sciences Engineering and Technology Health and Medical Sciences Social Sciences and Humanities Environmental and Earth Sciences Mathematics and Computer Science Arts and Literature Business and Economics
Arjuna Subject : Umum - Umum
Articles 2 Documents
 1 
Search results for , issue "Vol. 2 No. 2 (2025): November" : 2 Documents clear
Reimagining Arabic Learning in Aceh’s Pesantren for a Sustainable Future Maspul, Kurniawan Arif; Taha, Muhammad; Yusron, Hasbi
Frontiers in Research Journal Vol. 2 No. 2 (2025): November
Publisher : Indonesian Journal Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47134/frontiers.v2i2.506

Abstract

In Aceh Besar, Pesantren face a crucial challenge: maintaining Arabic as a vibrant religious medium while preparing students for a digital, interconnected world. This paper introduces an integrative model that rejuvenates traditional teaching methods through communicative, task- based techniques and context- aware technologies—localised LMS platforms and mobile-mediated interaction—rooted in Acehnese wisdom and Islamic ethics. It combines empirical and theoretical insights to show how blended learning, teacher professional development, competency-based assessment, and community-engaged curricula work together to enhance linguistic skills, learner motivation, and critical literacy. Comparative insights from Malaysia and Türkiye highlight scalable practices—such as national digital content archives, teacher exchange programs, and competency frameworks—that balance local authenticity with international standards and UNESCO's Education for Sustainable Development. Policy recommendations focus on infrastructure development, ongoing in- service training, curriculum reform that integrates sustainability themes into Arabic instruction, and public–private partnerships to democratise access and support innovation. The model emphasises sustainability across social, economic, and ecological dimensions, positioning pesantren as communities of civic engagement, environmental stewardship, and ethical leadership. The article argues that by viewing modernisation as cultural stewardship rather than cultural displacement, Arabic proficiency can extend beyond ceremonial mastery to serve as a tool for scholarship, civic engagement, and global dialogue. The roadmap provides practical, culturally relevant steps for policymakers, educators, and communities to transform Aceh's boarding schools into resilient, globally respected centres of Islamic learning.
Reconceptualising Distance Learning as the Foundation of Educational Resilience Maspul, Kurniawan; Taha, Muhammad
Frontiers in Research Journal Vol. 2 No. 2 (2025): November
Publisher : Indonesian Journal Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47134/frontiers.v2i2.516

Abstract

The shuttered schoolhouse has become a devastating symbol of our disrupted world, where pandemics, climate disasters, and conflict systematically dismantle educational continuity for millions. Moving beyond the pandemic’s emergency remote teaching, this paper reconceptualises distance learning not as a provisional substitute but as a critical 'resilience infrastructure' for a perilous century. With climate change alone disrupting schooling for over 43 million children in 2022 (UNICEF, 2023) and the digital divide excluding nearly a third of students during the COVID-19 peak (UNICEF, 2020), the fragility of place-based education is a strategic and moral failure. This study argues that the central challenge is not technological but political and pedagogical: to engineer distance learning as an equitable public good. Synthesising global evidence from UNESCO, OECD, and scholarly research, analysing the design levers—from fostering Community of Inquiry to applying equity-first cognitive principles—that can transform digital spaces from sites of isolation into engines of belonging and rigorous learning. The findings present an urgent call to action: by investing in robust, accessible distance learning systems, we can safeguard educational justice, protect against future shocks, and honour the fundamental right to learning for every child, regardless of circumstance.

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