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Muhamad Ahyar Rasidi
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El Midad: Jurnal Jurusan PGMI
Published by Universitas Islam Negeri Mataram
ISSN : 20878389     EISSN : 26564289     DOI : https://doi.org/10.20414/elmidad.v16i1.9491
Core Subject : Religion, Education, Social,
Religion Education Social Sciences Other
El Midad: Jurnal Jurusan PGMI with e-ISSN 2656-4289; p-ISSN 2087-8389mainly focuses on learning in Primary schools teacher education or primary school. Detailed scopes of articles accepted for submission to Jurnal are: Learning Theory Curriculum and Technology in Education School Management in elementary school School Policy Teaching and learning in (IPS, IPA, PKN, Bahasa Indonesia and islamic education) in elementary school
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 181 Documents
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DIGITAL LITERACY ON THE PEDAGOGICAL COMPETENCE OF ELEMENTARY SCHOOL TEACHERS Ni Luh Putu , Karina Dewi; Putu, Sanjaya; I Made, Sedana
El Midad Vol. 18 No. 1 (2026): El-Midad: Jurnal Jurusan PGMI
Publisher : Universitas Islam Negeri Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/elmidad.v18i1.14747

Abstract

This study aims to examine the influence of digital literacy on the pedagogical competence of elementary school teachers in Sayung District, Demak Regency. The research employed a quantitative, ex post facto design. The population consisted of elementary school teachers in Sayung District, with 177 teachers participating as respondents. Data were collected using a five-point Likert-scale questionnaire to measure digital literacy and pedagogical competence. The digital literacy instrument covered technical skills, cognitive abilities, and evaluation of digital information content, while the pedagogical competence instrument included understanding students’ characteristics, curriculum development, instructional implementation, assessment and evaluation, and the utilization of learning technology. The instruments were tested for validity and reliability before data collection. Data were analyzed using descriptive statistics and simple linear regression after fulfilling the prerequisite assumptions. The results revealed a strong positive correlation between digital literacy and pedagogical competence (r = 0.796, p < 0.05). Regression analysis showed that digital literacy significantly influences pedagogical competence (F = 303.194, p < 0.05), with a coefficient of determination (R²) of 0.634. This indicates that digital literacy accounts for 63.4% of teachers’ pedagogical competence. The regression equation Y = 64.631 + 1.070X demonstrates a positive relationship between the variables. These findings highlight the importance of strengthening teachers’ digital literacy to enhance pedagogical competence in the context of educational digital transformation
BEYOND TECHNOCRATIC DIGITALIZATION: INTEGRATING SCIENTIFIC AND CRITICAL PARADIGMS IN DIGITAL EDUCATION MANAGEMENT Mad Umar, Mad Umar; Nuryati, Nuryati; Muin, Abdul; Anwar, Matlaul; Nujuludin, Risqon
El Midad Vol. 18 No. 1 (2026): El-Midad: Jurnal Jurusan PGMI
Publisher : Universitas Islam Negeri Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/elmidad.v18i2.14715

Abstract

Digital transformation has profoundly reshaped the governance and management of education systems through the expansion of data-driven decision-making, learning analytics, and platform-based management. However, research on digital education management remains largely dominated by a scientific–technocratic paradigm that prioritises efficiency, performance measurement, and system optimisation. While this orientation can strengthen organisational accountability, it often underplays the social, ethical, and political dimensions embedded in digital governance practices. This study addresses this limitation by examining digital education management through an integration of scientific and critical paradigms. Using a qualitative integrative literature review, we analysed peer-reviewed publications (2020–2025) retrieved from Scopus, Web of Science, and Google Scholar. The analysis followed a three-stage procedure comprising paradigmatic mapping, thematic coding, and conceptual integration. The findings indicate a persistent fragmentation between technocratic and critical approaches, alongside limited attempts at substantive integration. Building on this synthesis, the study proposes an integrative conceptual framework that conceptualises digital education management as both a technical practice and a social praxis. The study contributes theoretically by bridging competing paradigms in educational management scholarship and practically by offering a reflective foundation for digital education governance that is efficient, participatory, and socially just.
BEYOND DATA AND TECHNOLOGY: A PHILOSOPHICAL INQUIRY INTO DIGITAL AND DATA-DRIVEN EDUCATIONAL MANAGEMENT Suheri, Suheri; Nuryati, Nuryati; Ardabili, Debi Yusuf; Sri Nuraida, Sri Nuraida; Melati, Indah
El Midad Vol. 18 No. 1 (2026): El-Midad: Jurnal Jurusan PGMI
Publisher : Universitas Islam Negeri Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/elmidad.v18i2.14716

Abstract

The growing reliance on digital technologies and data analytics has transformed educational management practices worldwide, positioning data-driven decision-making as a dominant managerial paradigm. While these approaches promise efficiency, transparency, and accountability, they are often grounded in technocratic and positivistic assumptions that treat data as objective, value-neutral representations of educational reality. This study aims to critically examine digital and data-driven educational management through the lens of the philosophy of science, moving beyond instrumental perspectives toward a more reflective and humanistic understanding. Employing a qualitative conceptual research design, this study conducts a critical literature analysis using an integrative philosophical framework encompassing epistemological, ontological, and axiological dimensions. The analysis reveals three key findings. First, data-driven educational management is predominantly shaped by positivistic epistemologies that privilege quantifiable indicators over contextual and professional knowledge. Second, digital management systems actively reconfigure educational reality by shaping institutional practices, governance structures, and definitions of success. Third, efficiency-oriented rationalities often overshadow ethical considerations, raising concerns about justice, responsibility, and educational values. The study contributes a novel integrative framework that positions philosophy of science as a foundational lens for understanding and guiding digital educational management. By reframing data and technology as reflective tools rather than authoritative ends, the study offers a conceptual basis for developing digital and data-driven educational management that is efficient yet ethically grounded, context-sensitive, and aligned with the broader purposes of Education.
BEYOND TECHNOCRATIC DIGITAL GOVERNANCE: A PHILOSOPHICAL INQUIRY INTO KNOWLEDGE, POWER, AND VALUES IN EDUCATION Indrawati, Euis; Nuryati, Nuryati; Masruroh, Masruroh; fedriansyah, M Aldrin; Jonny Irawan, H.Akhmad; Masriah, Masriah
El Midad Vol. 18 No. 1 (2026): El-Midad: Jurnal Jurusan PGMI
Publisher : Universitas Islam Negeri Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/elmidad.v18i2.14717

Abstract

Digital technologies increasingly structure the governance of Education through data-driven systems, algorithmic decision-making, and platform-based infrastructures. While digital governance is widely promoted as a neutral and efficient solution to educational management challenges, it is often grounded in technocratic rationality that remains insufficiently examined. This study critically explores digital Education governance beyond instrumental and technical perspectives by employing a philosophy-of-science framework. Using a qualitative conceptual methodology grounded in critical literature analysis, the study examines digital governance through interconnected epistemological, ontological, and axiological dimensions. The analysis reveals that digital governance privileges data-based knowledge as authoritative, reconfigures Education as a measurable and governable system, and embeds normative commitments centered on efficiency, control, and performance. These dynamics reshape power relations within educational institutions and risk marginalizing human judgment, ethical responsibility, and relational dimensions of Education. The study contributes a novel integrative conceptual framework that positions digital governance as a socio-epistemic and value-laden practice rather than a neutral administrative tool. By foregrounding the philosophical assumptions underpinning data-driven governance, this article provides a critical foundation for reimagining digital governance as a reflective, human-centered, and ethically accountable practice. The findings have significant implications for Theory and policy, particularly in guiding the responsible development of digital governance frameworks aligned with the normative purposes of Education.
LEADING THROUGH CHANGE: HOW ADAPTIVE PRINCIPALS SHAPE POSITIVE SCHOOL CULTURE AND CLIMATE Ali, Sofi; Putra, Lisa Virdinarti
El Midad Vol. 18 No. 1 (2026): El-Midad: Jurnal Jurusan PGMI
Publisher : Universitas Islam Negeri Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/elmidad.v18i2.14726

Abstract

Educational institutions must navigate rapid change and increasing complexity, making school leadership a crucial factor in shaping organizational conditions. This study investigates the relationship between principals’ adaptive leadership and two organizational outcomes: positive school culture and school climate. Using a quantitative explanatory design, data were collected from 63 vocational high school teachers through self-administered questionnaires. Adaptive leadership was the independent variable, while positive school culture and school climate were the dependent variables. Descriptive statistics and simple linear regression were applied for analysis. The results show that adaptive leadership is significantly associated with both positive school culture and school climate, accounting for a meaningful proportion of the variance in each. Leadership practices characterized by responsiveness, participation, and flexibility contribute to favorable organizational conditions. However, the effect sizes suggest that leadership is only one of several influencing factors. The findings support adaptive leadership theory in vocational education and highlight the need for further research on additional organizational variables and longitudinal school improvement processes
DOES EXCELLENT SERVICE MANAGEMENT IMPROVE ADMINISTRATIVE SERVICE QUALITY IN HIGHER EDUCATION? Prakosa, Bagas; Putra, Lisa Virdinarti
El Midad Vol. 18 No. 1 (2026): El-Midad: Jurnal Jurusan PGMI
Publisher : Universitas Islam Negeri Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/elmidad.v18i2.14727

Abstract

Administrative service quality has become a critical component of student experience in higher education, particularly as institutions face increasing demands for efficiency, responsiveness, and service consistency. This study examines whether excellent service management significantly improves administrative service quality in higher education. Using a quantitative cross-sectional survey design, data were collected from 277 undergraduate students who had directly interacted with faculty-level administrative services. Excellent service management was operationalized through indicators of responsiveness, accuracy, timeliness, professionalism, clarity, and information consistency, while administrative service quality was measured using the SERVQUAL framework. Data were analyzed using descriptive statistics, validity and reliability testing, and simple linear regression analysis. The findings indicate that students generally perceive both excellent service management and administrative service quality positively. Regression results reveal a strong, significant effect of excellent service management on administrative service quality, accounting for 77.7% of the variance in students’ perceptions. Interpersonal service attributes emerged as the strongest, while digital responsiveness was identified as a key area for improvement. The study contributes to higher education service literature by empirically positioning excellent service management as a measurable antecedent of administrative service quality. Practically, the findings highlight the importance of aligning managerial service practices with both face-to-face and digital service delivery to support student-centered administration in higher education.
INTEGRATING TRI HITA KARANA VALUES TO ENHANCE INCLUSIVE EDUCATION QUALITY FOR STUDENTS WITH SPECIAL EDUCATIONAL NEEDS I Putu Suamba Adi Putra; I Gede Suwindia; I Made Sedana
El Midad Vol. 18 No. 1 (2026): El-Midad: Jurnal Jurusan PGMI
Publisher : Universitas Islam Negeri Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/elmidad.v18i1.14767

Abstract

This study examines how integrating cultural and spiritual values can enhance the quality of inclusive education for students with special educational needs. Rather than focusing solely on academic outcomes, this research emphasizes a holistic educational approach grounded in the Balinese philosophy of Tri Hita Karana, which promotes harmony between humans and God (parahyangan), among humans (pawongan), and with the natural environment (palemahan). A qualitative case study design was employed at SLB Negeri 1 Buleleng, involving school leaders, teachers, students, and parents. Data were gathered through observations, semi-structured interviews, and document analysis, and validated through triangulation. The data were analyzed through an interactive process consisting of data condensation, data display, and conclusion drawing. The findings indicate that integrating Tri Hita Karana values contributes to improving inclusive education by fostering students’ spiritual awareness, enhancing social collaboration, and strengthening environmental responsibility. These dimensions collectively support the creation of a learning environment that is adaptive, inclusive, and responsive to diverse student needs. This study underscores the importance of embedding local wisdom in educational practices to promote both character development and sustainable educational quality.
ENHANCING SOCIAL-EMOTIONAL LEARNING THROUGH STORYTELLING STRATEGIES FOR BULLYING PREVENTION IN PRIMARY EDUCATION Sindi Aulya; Umar; Abdul Haris
El Midad Vol. 18 No. 1 (2026): El-Midad: Jurnal Jurusan PGMI
Publisher : Universitas Islam Negeri Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/elmidad.v18i1.14769

Abstract

This study investigates the challenges of maintaining learning focus among a student with special needs in an elementary school in Karawang. Difficulties in sustaining attention were found to significantly affect classroom participation and academic outcomes, underscoring the need for appropriate educational support, particularly through the involvement of a shadow teacher. This research adopts a qualitative descriptive approach. Data were collected through classroom observations, interviews with tahfidz teachers and shadow teachers, and document analysis. The findings indicate that: (1) students’ difficulties in maintaining focus are influenced by individual characteristics, the learning environment, and instructional practices; and (2) shadow teachers employ various strategies, including individualized assistance, adaptive instruction, emotional support, and structured guidance, to enhance students’ focus and engagement. In conclusion, shadow teachers play a pivotal role in supporting students with special needs, particularly in improving attention and active participation within inclusive classroom settings.
THE USE OF CANVA-BASED ILLUSTRATED LEARNING MEDIA IN CULTURAL ARTS EDUCATION (SBDP) TO ENHANCE LEARNING INTEREST AMONG ELEMENTARY SCHOOL STUDENTS Elansari; Sri Jamilah; Ikhsan Maulana
El Midad Vol. 18 No. 1 (2026): El-Midad: Jurnal Jurusan PGMI
Publisher : Universitas Islam Negeri Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/elmidad.v18i1.14773

Abstract

This study investigates the use of the Canva application as illustrated learning media in Cultural Arts and Crafts (SBdP) instruction to enhance fifth-grade students’ interest in learning at MIS Sambinae, Bima City. Learning interest is a critical factor influencing students’ engagement and achievement, particularly in creative, visually oriented subjects such as the cultural arts. Thus, integrating digital learning media offers an effective strategy for fostering more engaging and meaningful learning experiences. This research adopts a qualitative descriptive approach, with data collected via classroom observations, interviews with the classroom teacher and school principal, and documentation of learning activities and instructional materials. The findings reveal that: (1) Canva-based illustrated media create a more interactive and visually appealing learning environment, boosting students’ attention and participation; and (2) incorporating visual media in SBdP stimulates students’ creativity, motivation, and confidence in producing artistic works. In conclusion, using the Canva application as a visual learning media significantly enhances students’ interest in learning, supports innovative arts education practices, and advances the integration of digital media in elementary cultural arts pedagogy.
THE EFFECT OF THE CULTURALLY RESPONSIVE TEACHING (CRT) APPROACH ON THE MATHEMATICS LEARNING OUTCOMES IN ELEMENTARY SCHOOL Rifqi Asiah; Putri Zudhah Ferryka; Nela Rofisian
El Midad Vol. 18 No. 1 (2026): El-Midad: Jurnal Jurusan PGMI
Publisher : Universitas Islam Negeri Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/elmidad.v18i1.14775

Abstract

This study aims to determine the effect of the Culturally Responsive Teaching (CRT) approach on the mathematics learning outcomes of third-grade students at SDN 2 Planggu. The CRT approach is a teaching approach that emphasizes the importance of integrating students’ cultural backgrounds into the learning process. This study employed a quantitative research design with a quasi-experimental design. The sample for this study consisted of 19 third-grade students from SDN 2 Planggu as the experimental class and 20 third-grade students from SDN 1 Canan as the control class. The results of this study indicate that, based on the descriptive analysis of the experimental class, the average pretest learning outcomes were 65.65 and the posttest 86.05, meaning there was an improvement in students’ mathematics learning outcomes using the CRT approach. Based on the descriptive analysis of the control class, the average pretest score was 59.05, and the posttest score was 79.12, indicating an improvement in students’ mathematics learning outcomes using the TPACK approach. Based on the results of the Independent Samples t-Test, the significance value (Sig., two-tailed) was 0.003 < 0.05, meaning H0 is rejected, and Ha is accepted. Thus, it can be concluded that the CRT approach has an effect on students’ mathematics learning outcomes. As the average learning outcomes in the experimental using the CRT approach were 86.05, and in the control class using the TPACK approach were 79.12, this indicates that there is a difference in mathematics learning outcomes the CRT and TPACK approaches in third-grade elementary school.

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