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SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan
Published by WISE Pendidikan Indonesia
ISSN : -     EISSN : 30642361     DOI : https://doi.org/10.70211/sakalima
Core Subject : Religion, Economy, Humanities, Education, Social,
Religion Humanities Economics, Econometrics & Finance Education Environmental Science Social Sciences
SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan is a peer-reviewed journal dedicated to the publication of high-quality research and community service outcomes in the field of education and community empowerment. All publications in SAKALIMA are freely accessible, ensuring that articles are available online without any subscription fees. SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan is an open-access journal, fully referenced, and exclusively published online since 2024. The journal is issued two times a year. The primary goal of this journal is to disseminate the results of community service initiatives that contribute to solving educational and societal issues. The focus of SAKALIMA extends beyond academic research; it centers on the application of knowledge, technology, and innovation in empowering communities, particularly in the context of education and social transformation. This includes, but is not limited to, sustainable community development programs, capacity building, and educational interventions.
Arjuna Subject : Umum - Umum
Articles 90 Documents
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Manajemen Pembiayaan Pendidikan Berbasis Akuntabilitas dalam Meningkatkan Mutu Layanan Sekolah Menengah Atas Hermawan, Trian; Luthfiyah, Binti; Rosidin, Undang
SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan Vol. 3 No. 1 (2026): March | SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/sakalima.v3i1.465

Abstract

This study aims to analyze accountability-based educational financing management in improving the quality of senior high school services. This study employed a qualitative-conceptual approach using an integrative literature review design involving nine relevant articles on educational financing management, school financial management, accountability, transparency, school funding, and service quality in education. The data were analyzed through thematic-critical synthesis by identifying patterns of findings, comparing the contributions of each article, and formulating a conceptual framework for accountability-based educational financing management. The findings indicate that financial accountability is not merely related to administrative compliance or financial reporting, but also functions as a strategic governance principle that connects needs-based budgeting, participatory allocation, disciplined implementation, transparent reporting, supervision, and quality-oriented evaluation. The findings also reveal that the involvement of principals, treasurers, teachers, school committees, and other stakeholders is essential to ensure that school funds are used effectively, equitably, and meaningfully to improve learning services. This study concludes that accountability-based educational financing management can serve as a governance framework for strengthening the quality of senior high school services. The implication is that schools need to develop a transparent, well-documented, participatory, and benefit-evaluation-based financing system so that educational funds contribute directly to sustainable educational service quality.
Tata Kelola Anggaran Digital Berbasis ARKAS untuk Penguatan Akuntabilitas Publik dan Manajemen Sekolah Berorientasi Maqāṣid Merita Diana; Safitri Agustina; Undang Rosidin
SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan Vol. 3 No. 2 (2026): Juni | SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/sakalima.v3i2.468

Abstract

This study is motivated by the increasing need for transparent, accountable, and educationally meaningful digital budget governance in the management of BOSP funds through ARKAS. This study aims to analyze how ARKAS-based digital budget governance shapes public accountability practices and supports maqāṣid-oriented school management. A qualitative approach with a multiple-case study design was employed in three public junior secondary schools that actively used ARKAS for budget planning, realization, and reporting. Data were collected through semi-structured interviews with principals, school treasurers, and supervisors, as well as document analysis of RKAS/ARKAS records, budget realization reports, supervision notes, and relevant policy documents. The data were analyzed thematically through coding, categorization, and theme development. The findings reveal that ARKAS functions as a digital budget governance instrument that standardizes expenditure classification, strengthens the traceability between planning and realization, improves procedural compliance, and encourages schools to allocate budgets to components more closely related to learning needs. The findings also show that ARKAS provides opportunities to integrate maqāṣid values into school management by strengthening educational benefit, fairness in resource allocation, and commitment to improving the quality of learning services. However, the optimal use of ARKAS is still influenced by users’ digital literacy, understanding of performance-based budgeting, and the quality of supervisory assistance. The implication of this study is that ARKAS should not be positioned merely as an administrative reporting application, but as a strategic instrument for developing transparent, accountable, data-based, and educationally meaningful school budget governance.
Kebijakan Zonasi Sekolah dan Eksklusi Administratif: Analisis Kritis terhadap Ketimpangan Akses Pendidikan di Indonesia Fahri Yahya Ainuri, Ahmad; Wijaya, Mirza Mahbub
SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan Vol. 3 No. 1 (2026): March | SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/sakalima.v3i1.476

Abstract

This study analyzes school zoning policy in Indonesia as an instrument for promoting equitable access to education. Using a conceptual policy analysis and theory synthesis approach, the article examines the relationship between zoning regulation, spatial inequality, administrative practices, and educational opportunity. The data were drawn from national regulations on new student admission, empirical studies on Indonesian zoning policy, and comparative literature on school choice, opportunity hoarding, and mobility capacity. The analysis shows that zoning contributes to formal redistribution of student access, but it does not automatically resolve substantive inequalities in school quality, transportation capacity, information access, and institutional resources. In several contexts, zoning may also generate administrative exclusion through domicile-based eligibility, document verification, and alternative admission pathways that are more easily navigated by families with stronger social, cultural, and economic capital. The study proposes the concept of bounded access to explain how formally equal admission rules may still produce unequal educational outcomes. These findings imply that zoning reform should be accompanied by school quality equalization, transparent data governance, mobility support, and stronger administrative monitoring.
Manajemen Kurikulum dalam Membina Kompetensi Intelektual, Etis, dan Pengembangan Diri Peserta Didik di MA Darul Falah Batu Putu Bandar Lampung Fahri, Agung; Diana, Nirva; Fadhilah, M. Kharis
SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan Vol. 3 No. 1 (2026): March | SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/sakalima.v3i1.506

Abstract

This study aims to analyze curriculum management in fostering students’ intellectual, ethical, and self-development competencies at MA Darul Falah Batu Putu Bandar Lampung. Employing a qualitative evaluative case study design, the research involved purposively selected informants, including the head of the madrasah, vice principal for curriculum affairs, teachers, activity supervisors, and students. Data were collected through in-depth interviews, observation, and document analysis, and were analyzed through data condensation, data display, and conclusion drawing, with source and technique triangulation used to strengthen data credibility. The findings reveal that curriculum management at MA Darul Falah is implemented through the integration of intracurricular learning, religious habituation, madrasah culture, co-curricular activities, and extracurricular programs. Curriculum planning is directed toward aligning academic achievement, Islamic values, character formation, discipline, independence, and students’ potential development. Curriculum implementation indicates that intellectual competence is fostered not only through mastery of subject matter but also through literacy development, academic assignments, and active student engagement. Ethical competence is cultivated through religious routines, teacher role modelling, school regulations, and a religious institutional culture, while self-development competence is strengthened through student organizations, extracurricular activities, social programs, and leadership development. However, the evaluation of ethical and self-development competencies still requires more systematic instruments, such as attitude assessment rubrics, student development portfolios, homeroom teacher journals, and data-based program evaluation. The study concludes that the curriculum of Islamic boarding school-based madrasahs should be understood as a holistic development system that integrates students’ academic, moral, spiritual, and personal dimensions. The implication of this study is that madrasahs need to develop more measurable, well-documented, and data-informed curriculum management so that educational success is assessed not only through academic achievement but also through students’ character formation, independence, leadership, and readiness to participate in broader social life.
Integrasi Permainan Olahraga Tradisional dalam Pembelajaran Sastra Inggris: Pendekatan Kolaboratif untuk Meningkatkan Literasi dan Aktivitas Fisik Siswa Uci Dwi Cahya; Muhammad Syahtiri; Edi Safwan; M. Alif Hamzah
SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan Vol. 3 No. 2 (2026): Juni | SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/sakalima.v3i2.429

Abstract

Traditional games as part of local culture are increasingly being abandoned in educational activities. This study was conducted to examine the impact of integrating traditional sports games into English Literature instruction on students’ literacy competence, level of physical engagement, learning motivation, and appreciation of cultural values. A quantitative research design was adopted through a quasi-experimental approach employing a Pretest–Posttest Control Group Design. The participants were divided into two groups, namely an experimental group and a control group, with 25 students in each class. Data collection techniques included pretests and posttests, observations of physical activities, Likert-scale questionnaires, and supporting documentation. The collected data were processed using descriptive statistical analysis and independent t-tests. The results demonstrated a substantial increase in the experimental group’s mean score, rising from 61.4 on the pretest to 84.2 on the posttest, whereas the control group showed a more moderate improvement from 60.8 to 72.1. Statistical testing produced a significance value of 0.003 (p < 0.05), confirming that the intervention had a significant positive effect on students’ literacy achievement. Furthermore, the experimental group attained an average physical activity level of 86%, categorized as active, compared to 62% in the control group. Findings from the questionnaire indicated a high level of learning motivation, with a mean score of 4.4 out of 5, and 88% of participants reporting that the instructional activities were more engaging and enjoyable. Furthermore, 84% of students became more familiar with traditional games, and 81% expressed greater pride in their local culture. Therefore, integrating traditional sports games into English Literature learning proved effective in improving academic achievement, physical activity, learning motivation, and students’ cultural awareness
Ilmu Dalam Pandangan Normatif Islam: Telaah Epistemologis Atas Ayat-Ayat Al-Qur'an dan Hadis Kiki Wiyandi; Sri Pujiati; Ris’an Rusli; Romli
SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan Vol. 3 No. 2 (2026): Juni | SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/sakalima.v3i2.430

Abstract

This article examines the concept of knowledge ('ilm) in the normative Islamic perspective through an epistemological approach, based on the verses of the Qur'an and the hadiths of the Prophet Muhammad (PBUH). Unlike Western epistemology, which strictly separates reason, empiricism, and intuition, Islam offers an integration of all three within the framework of tawhid (divine unity). This research employs the methods of thematic exegesis (tafsir maudhu'i) and thematic hadith extraction (takhrij). The main findings indicate that: (1) the sources of knowledge in Islam are not limited to the sensory world (hissi) and reason ('aql), but also include the purified heart (qalb) as a receiver of ladunni knowledge (divinely gifted knowledge) as well as revelation as the highest source; (2) the validity of knowledge is measured not only by logical coherence and empirical verification, but also by its alignment with revelation and its moral impact (akhlak); (3) the ultimate purpose of knowledge is al-'ilm al-nafi' (beneficial knowledge) that brings one closer to Allah and benefits the universe. In conclusion, normative Islamic epistemology offers a holistic paradigm of knowledge that simultaneously integrates ontological, epistemological, and axiological aspects, while also serving as a solution to the dichotomy of knowledge that has long characterized Islamic education.
Gender dan Transformasi Pendidikan Islam dalam Tradisi Melayu: Kajian Literatur Kritis Fitriyanti Fitriyanti; Rahayu Suprati; Abdullah Idi; Abdillah Asmara
SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan Vol. 3 No. 2 (2026): Juni | SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/sakalima.v3i2.442

Abstract

This article examines gender relations and the transformation of Islamic education within Malay tradition. The study aims to analyze how Malay cultural values interact with Islamic educational reform and how gender relations are constructed, maintained, and transformed in educational institutions and community-based religious learning spaces. Using a qualitative library research design, this study reviews recent academic literature, policy-related documents, and conceptual studies on gender, Islamic education, and Malay culture published mainly between 2018 and 2026. Data were collected through documentation, literature tracing, and thematic note-taking, then analyzed using content analysis and descriptive-critical interpretation. The findings reveal that Islamic education in Malay society is undergoing a gradual transformation from traditional, male-dominated authority structures toward more adaptive, inclusive, and socially responsive educational practices. Women's access to Islamic education and participation in social-religious activities have increased, yet gender inequality persists in leadership, institutional authority, curriculum representation, and decision-making. The study further shows that Malay tradition does not necessarily obstruct gender justice; values such as deliberation, respect for knowledge, communal harmony, and public benefit can serve as cultural capital for developing gender-responsive Islamic education. The novelty of this article lies in positioning Malay tradition not merely as a cultural background but as an analytical framework for negotiating gender justice within Islamic education. The study implies the need for curriculum reconstruction, gender-sensitive teacher capacity building, expanded women's leadership, and stronger collaboration between Islamic educational institutions, families, and Malay customary communities.
Moderasi Beragama dalam Tradisi Pendidikan Islam Melayu: Antara Normativitas dan Praktik Sosial Ari Koswara; Eprianto; Abdullah Idi; Abdillah Asmara
SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan Vol. 3 No. 2 (2026): Juni | SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/sakalima.v3i2.444

Abstract

This article examines religious moderation in the Malay Islamic educational tradition by analyzing the relationship between Islamic normativity, social practice, and local cultural wisdom. The study responds to the limited discussion that connects the normative concept of wasatiyyah with everyday educational practices in pesantren, surau, and Malay Islamic learning communities. This research employed a qualitative descriptive-interpretive literature review by examining classical Islamic texts, contemporary peer-reviewed studies, policy documents on religious moderation, and studies on Malay Islamic culture, pesantren, and local wisdom published mainly between 2018 and 2026. The findings show that religious moderation in Malay Islamic education is constructed through three interrelated dimensions: normative values such as tawassuth, tasamuh, tawazun, and i’tidal; social practices such as teacher exemplarity, dialogical learning, respect for difference, and community-based education; and local wisdom that functions as a cultural filter against exclusivist and transnational religious narratives. The study also finds that digital disruption challenges traditional religious authority and requires Malay Islamic educational institutions to strengthen religious moderation through contextual pedagogy, culturally grounded leadership, and digital literacy. The novelty of this article lies in its integrative reading of religious moderation as a dialectical process between Islamic normativity and Malay social practice. The study implies that strengthening religious moderation in Islamic education should not rely solely on formal curriculum, but also on institutional culture, local wisdom, teacher role modeling, and responsible digital engagement.
Analisis Teori Konstruktivisme Sosial Vygotsky dalam Pembelajaran Kolaboratif Berbasis Teknologi Digital Rizal Bakti; Amin Saleh‎; Arwin Tannuary
SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan Vol. 3 No. 2 (2026): Juni | SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/sakalima.v3i2.450

Abstract

Vygotsky's social constructivism offers a relevant epistemological framework for understanding how knowledge is constructed collaboratively through social interaction mediated by cultural tools, including digital technology. This study aims to analyze the key concepts of Vygotsky's theory, particularly the Zone of Proximal Development (ZPD), scaffolding, and the More Knowledgeable Other (MKO), and to examine their relevance to technology-supported collaborative learning in twenty-first-century education. This research employed a Systematic Literature Review by examining peer-reviewed articles, academic books, and research reports published mainly between 2018 and 2024, with classic theoretical works used as foundational references. Literature was searched through Google Scholar, ERIC, JSTOR, and Scopus using defined keywords and inclusion-exclusion criteria. The findings show that Vygotskyan principles can be operationalized through Learning Management Systems, collaborative document platforms, video conferencing tools, online forums, and AI-assisted learning systems. These platforms function as digital mediating tools that extend learners' ZPD and support teacher-student as well as peer-to-peer scaffolding. Strategies such as digital peer tutoring, online think-pair-share, collaborative document editing, flipped classroom, and project-based digital collaboration provide practical models for strengthening interaction, shared meaning-making, and learner autonomy. The novelty of this study lies in synthesizing Vygotsky's social constructivist concepts into a digital collaborative learning framework that is contextually relevant for Indonesian education. The study implies that digital learning design should not merely focus on technology adoption, but should integrate pedagogical scaffolding, teacher digital competence, and equitable access to learning infrastructure.
Pendidikan Agama Islam dan Pencegahan Dekadensi Moral: Studi Implementasi Pembentukan Karakter Peserta Didik di SMAN 1 Jati Agung Lampung Selatan May Sheila Dwi Arianda br Purba; Nur Asiah; Beti Susilawati
SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan Vol. 3 No. 2 (2026): Juni | SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/sakalima.v3i2.457

Abstract

Moral decline among students has become a critical issue in contemporary education, particularly amid the growing influence of social environments, peer interactions, and digital technology. This study aims to analyze the implementation of Islamic Religious Education in preventing students’ moral decline at SMAN 1 Jati Agung, South Lampung. Specifically, the study examines the planning of Islamic Religious Education implementation, teachers’ strategies for internalizing religious values, and the supporting and inhibiting factors influencing its implementation. This study employed a descriptive qualitative approach. The research was conducted at SMAN 1 Jati Agung, involving one Islamic Religious Education teacher and three Grade XI students as the main informants. Data were collected through semi-structured interviews, observation, and documentation, and were analyzed through data reduction, data display, and conclusion drawing. The findings indicate that Islamic Religious Education was implemented through structured lesson planning, religious habituation programs, teacher role modelling, personal approaches, classroom discussions, Qur’an reading literacy, congregational prayer, and socio-religious activities. The implementation was supported by school programs, teacher–student interaction, peer involvement, and the availability of worship facilities. However, several obstacles remained, including the limited moral awareness of some students, negative social influences, and the challenge of establishing a religious culture within a public school context. This study implies that Islamic Religious Education should be strengthened as a holistic character-building system involving teachers, schools, families, and the wider community to prevent students’ moral decline more effectively.

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