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Tunjuk Ajar: Journal of Education and Culture
Published by Jambi Tuah Tengganai Foundation
ISSN : -     EISSN : 31108083     DOI : https://doi.org/10.64929/ta.v1i2.32
Core Subject : Religion, Humanities, Education, Social,
Religion Humanities Education Languange, Linguistic, Communication & Media Social Sciences
Tunjuk Ajar: Journal of Education and Culture focuses on the intersection of education and culture in local, national, and global contexts. The journal highlights the contextualization of education in multicultural and digital societies, and the role of cultural heritage in shaping educational development. The scope of the journal includes, but is not limited to: teaching methods and learning innovation, curriculum design and development, educational policy, management, and evaluation, multicultural and digital education, language, literature, and cultural studies in education, traditions, arts, history, and local wisdom related to educational practices and character building
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 5 Documents
 1 
Search results for , issue "Vol. 1 No. 2 (2025): DECEMBER" : 5 Documents clear
Barriers in Inclusive Mathematics Learning for Students with Special Educational Needs Tia Agnesa; Laura Tisya Yordani; Khairunnisa Eka Permata Sari; Dela Devita; Yunita Widia Putri
Tunjuk Ajar: Journal of Education and Culture Vol. 1 No. 2 (2025): DECEMBER
Publisher : Tuah Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64929/ta.v1i2.26

Abstract

Inclusive mathematics education aims to ensure that students with special educational needs (SEN) have equal learning opportunities alongside their peers. However, its implementation still faces multidimensional barriers, including limited teacher competence, rigid curriculum, low student motivation and self-concept, restricted use of assistive technology, communication challenges, classroom management difficulties, and the absence of shadow teachers. This study seeks to identify these barriers while offering a conceptual framework mapping the relationships between barriers and potential solutions. The methodology employed is a PRISMA-guided systematic literature review (SLR), analyzing 12 selected articles from an initial pool of 147 obtained from Scopus, Google Scholar, and DOAJ (2021-2025). Findings reveal that these barriers are interrelated, reinforcing one another and exacerbating learning difficulties. The novelty of this study lies in the development of a barrier-solution conceptual framework and the application of a more transparent review method with critical appraisal. Policy and practice implications highlight the urgency of continuous inclusive teacher training, adaptive curriculum design based on Universal Design for Learning, integration of assistive technology, provision of shadow teachers, and affective strategies to strengthen SEN students’ confidence. These findings provide a foundation for future interventions and inclusive education policies in Indonesia and beyond.
Contextualizing Islamic Marital Values in the Digital Age: A Study of Religious Education Among Indonesian Youth Fitri Liza; Achmad Yani; Tri Gunawan; Wilnan Fatahillah
Tunjuk Ajar: Journal of Education and Culture Vol. 1 No. 2 (2025): DECEMBER
Publisher : Tuah Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64929/ta.v1i2.30

Abstract

This study explores the interpretation of Fiqh al-Munākaḥāt by students of State Islamic Senior High Schools (Madrasah Aliyah Negeri) as a form of early sex education in the digital era, along with its implications for contemporary Islamic jurisprudence. Using a qualitative approach, data were collected from 112 students in Buleleng and Jakarta through online questionnaires and document analysis. Data analysis was conducted in three stages: reconciliation, presentation of patterns, and meaning construction. The theoretical framework integrates Habermas’s post-secular theory, Badran’s Islamic gender discourse, and Campbell’s concept of digital religion. The findings show that 78.6% of respondents acknowledge the significant influence of digital media on their understanding of Islamic marriage norms, while 61.6% find technology helpful in understanding related legal concepts. The integration of post-secular perspectives reveals religion’s relevance in modern public spaces. Islamic gender discourse provides insights into the evolution of gender roles among Muslim youth, while digital religion explains how religious authority and moral reasoning are mediated by online platforms in marital matters. This study introduces ‘digital fiqh’ as a new academic concept that reconceptualizes the understanding and practice of Islamic law within digitally-mediated religious spaces. Further research is recommended through longitudinal and comparative studies to understand the long-term impact of digitalization and to develop the framework of digital fiqh in contemporary Islamic legal studies.
Bridging Cultures in the Digital Era: Pedagogical Strategies for a Culturally Responsive Classroom Mahbub Zuhri; Naser Ali Abdulghani; Muhammad Sularno; Mujhid Budi Luhur; RM. Imam Abdillah
Tunjuk Ajar: Journal of Education and Culture Vol. 1 No. 2 (2025): DECEMBER
Publisher : Tuah Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64929/ta.v1i2.31

Abstract

This qualitative case study investigates culturally responsive digital pedagogical practices in a multicultural Indonesian high school. Through semi-structured interviews, participatory observation, and document analysis involving three teachers and twelve students, the study reveals three core patterns of culture-technology integration: (1) contextual learning designs that incorporate local wisdom, (2) dialogic and egalitarian digital interactions, and (3) affirmation of cultural identity in digital learning spaces. The findings underscore that the success of digital pedagogy depends not on technological sophistication, but on the teacher’s role as a cultural mediator and facilitator of reflective dialogue. This study contributes to the global discourse on culturally responsive digital pedagogy by offering empirical evidence from the underrepresented Indonesian context and proposing an initial conceptual model relevant to Southeast Asian socio-cultural settings. The model emphasizes contextual design, reflective dialogue, and identity affirmation as foundational pillars. Practical implications highlight the need for teacher professional development programs focused on digital-cultural competencies and equitable infrastructure policies to support inclusive digital transformation. The study also aligns with Indonesia’s Merdeka Curriculum and national digitalization initiatives, advocating for pedagogy that harmonizes technology with local cultural values.
Love-Based Curriculum: Integrating Islam, Humanism, and Local Wisdom in Madrasas Abdulnasir Dhaw Alsayd; Imam Rusdi; Amin Muhtar; Nur Setyaningrum
Tunjuk Ajar: Journal of Education and Culture Vol. 1 No. 2 (2025): DECEMBER
Publisher : Tuah Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64929/ta.v1i2.32

Abstract

This article develops an integrative conceptual model of a Love-Based Curriculum for madrasas, founded on Islamic values, humanistic principles, and Indonesian local wisdom. Using a literature study with philosophical-analytical analysis, the research maps the concept of love from three perspectives: the transcendental-moral (Islamic), psychological-interpersonal (humanistic), and socio-cultural (local wisdom). These perspectives are synthesized and integrated into four curriculum components: objectives, content, learning strategies, and evaluation. The results indicate that this synthesis yields a curriculum framework that is both theoretically robust and contextually applicable in madrasa settings. Additionally, the study proposes a love-based character evaluation rubric to assess students' affective development. The model's theoretical implications include redefining the teacher's role as a character facilitator, enhancing value-based supervision systems, and informing more humanistic Islamic education policies. The article concludes by recommending empirical testing of the model through practice-based research in madrasas.
Integrating Islamic Ethical Principles into AI Education and Character Building in Digital Society Yahya Shaykh Ahmad; Yusuf Abdulrasaq; Ali Miqdad Ali; Farman Ali
Tunjuk Ajar: Journal of Education and Culture Vol. 1 No. 2 (2025): DECEMBER
Publisher : Tuah Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64929/ta.v1i2.38

Abstract

The rapid evolution of artificial intelligence (AI) presents unprecedented ethical challenges concerning fairness, transparency, and privacy in digital societies. While the global discourse on AI ethics has proliferated, it remains predominantly shaped by secular Western-centric frameworks, creating a significant gap in pluralistic and culturally grounded ethical perspectives. This conceptual study addresses this gap by systematically exploring how the rich ethical tradition of Islam can provide a robust normative framework for enhancing the moral capabilities of AI. Employing a qualitative hermeneutic methodology, the research analyzes primary Islamic sources (the Qur’an and Sunnah) alongside classical and contemporary scholarship to articulate three cardinal ethical principles: 'adl (comprehensive justice), transparency rooted in amanah (sacred trust), and privacy as ḥurma (inviolable right). The findings demonstrate that these principles offer direct, actionable guidance to rectify prevalent AI ethical failures, including algorithmic bias, opaque decision-making, and exploitative data practices. Moreover, this study emphasizes the integration of these principles into AI education and character building, proposing curriculum models that cultivate ethical awareness, digital citizenship, and moral responsibility. By translating timeless Islamic ethics into contemporary technical and educational imperatives, this paper contributes a vital, culturally resonant perspective to the global AI ethics dialogue, advocating for interdisciplinary collaboration between AI developers, policymakers, and Islamic ethicists to foster equitable, transparent, and human-centered AI systems.

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