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Edoardus J Ohoiledwarin
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12 Waiheru
Published by Balai Diklat Keagamaan Ambon
ISSN : 2477135X     EISSN : 28084098     DOI : https://doi.org/10.70872/12waiheru
Core Subject :
12 Waiheru is a peer-reviewed academic journal published by the Balai Diklat Keagamaan Ambon, appearing twice a year in June and December. The journal serves as an open and dynamic space for scholars, practitioners, and educators from across the world to share original research and critical reflections on education, training, and religious life in contemporary societies.
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Articles 5 Documents
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Search results for , issue "Vol 12 No 1 (2026): 12 Waiheru" : 5 Documents clear
Assessing the quality of multimedia learning training programs for islamic school teachers through the CIPP evaluation model Arsyil Waritsman; Tanwey Gerson Ratumanan; Patrisius Rahabav
12 Waiheru Vol 12 No 1 (2026): 12 Waiheru
Publisher : Balai Diklat Keagamaan Ambon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70872/12waiheru.v12i1.3

Abstract

This study aims to analyze the quality of the multimedia learning training program organized by the Balai Diklat Keagamaan Ambon. The analysis of the training program's quality was conducted using the CIPP evaluation model. The method used in this study was a mixed-methods approach. Data were collected through observation and document analysis of the Context, Input, Process, and Product aspects of the multimedia learning training program. The collected data were then analyzed using a rubric adapted from the training quality index instrument developed by the Research and Development and Training Agency of the Ministry of Religious Affairs of the Republic of Indonesia. The results of the study indicate that (1) The Context Aspect of the multimedia learning training falls into the very high quality category and is in accordance with the needs and characteristics of Islamic school teachers; (2) The Input Aspect of the multimedia learning training falls into the very high quality category which is reinforced by information on the adequacy of human resources, curriculum and facilities and infrastructure; (3) The Process Aspect of the multimedia learning training falls into the very high quality category, which is reinforced by information on the learning Process and the evaluation Process that runs systematically and comprehensively; and (4) The Product Aspect of the training falls into the very high quality category, but the scope of the evaluation on the Product aspect is still limited to short-term results so that further evaluation is needed on the Product aspect that focuses on long-term results in the form of the impact of the training on alumni. Overall, the results of this study provide theoretical contributions to strengthening program evaluation models and practical contributions as a basis for policymaking and training program development within the Ministry of Religious Affairs. To ensure the program's sustainability and effectiveness, follow-up is needed through long-term impact evaluation and strengthened post-training monitoring mechanisms, so that the training's benefits can be optimally internalized into learning practices at the Islamic school.
Trend analysis of principal candidate training based on scopus data (2020–2024): Mapping leadership, digital transformation, and educational innovation using vosviewer R A Mustika Hariyanti; Agus Pahrudin; Muhammad Akmansyah; Ahmad Fauzan
12 Waiheru Vol 12 No 1 (2026): 12 Waiheru
Publisher : Balai Diklat Keagamaan Ambon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70872/12waiheru.v12i1.4

Abstract

This study aims to analyze trends in scientific publications on principal candidate training using Scopus-indexed data from 2020 to 2024, employing a bibliometric approach supported by VOSviewer. The analyzed articles were selected based on the following relevance criteria: (1) indexed in Scopus, (2) published between 2020 and 2024, (3) directly discussing principal candidate training, educational leadership, or principal competency development, and (4) related to leadership transformation and educational innovation. This study was motivated by the growing need to strengthen school leadership competencies in the era of digital transformation and by the limited number of bibliometric studies that specifically map the development of research on principal candidate training. The research employed a qualitative descriptive method combined with bibliometric analysis. Data were collected using the Publish or Perish application integrated with the Scopus database, with keywords related to principal candidate training, school leadership training, and educational leadership development. The article selection process resulted in 20 publications that met the inclusion criteria. The findings indicate that publication trends have increased significantly since 2021, with major research focuses on transformational leadership development, managerial competencies, the effectiveness of principal training programs, and the integration of digital transformation in educational leadership. The VOSviewer analysis identified four major clusters demonstrating relationships among leadership style, transformational leadership, school leadership, candidate principals, school counsellors, and supervisors. The study reveals a shift in research orientation from traditional administrative leadership to innovative, technology-based educational leadership in the era of the Industrial Revolution 4.0. This research contributes theoretically to strengthening the mapping of educational leadership studies and serves as a strategic reference for developing future principal candidate training programs.
Cultural-religious synergy in gender-responsive education: A qualitative study of the hukurila indigenous community in maluku Feky Manuputty; Simona Christina Henderika Litaay; Afdhal; Nathalia Debby Makaruku
12 Waiheru Vol 12 No 1 (2026): 12 Waiheru
Publisher : Balai Diklat Keagamaan Ambon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70872/12waiheru.v12i1.9

Abstract

This study investigates how cultural traditions and religious values intersect with gender-responsive education to shape family well-being in indigenous Maluku communities, focusing on Hukurila village in Ambon. While gender-responsive education is central to the Sustainable Development Goals (SDG 4: Quality Education and SDG 5: Gender Equality), patriarchal norms continue to limit women’s access to education, particularly in entrepreneurship and leadership, with minimal family engagement in promoting gender equity. The research addresses how cultural-religious synergy can support inclusive education in this context. Using a qualitative descriptive approach within the sociology of education and gender studies, data were collected through in-depth interviews with youth, women, customary leaders, religious leaders, and local authorities; participatory observation; and analysis of local documents and church programs. Thematic analysis explored how communities construct gender equality through cultural and religious frameworks. Findings reveal tensions between patriarchal traditions and gender agendas. The “tiga batutungku” (government, customary, and religious leaders) act ambivalently, while local wisdom, such as badraheng, offers potential for inclusive education. Church family programs further demonstrate the capacity to shift paradigms toward equitable family well-being. The novelty lies in advancing the concept of cultural-religious synergy as a framework for gender-responsive education in indigenous contexts.
Embedding ecotheology in contextual islamic education: Enhancing students’ eco-literacy through experiential learning Ayit Irpani; Yani Astuti; Silmi Amrullah
12 Waiheru Vol 12 No 1 (2026): 12 Waiheru
Publisher : Balai Diklat Keagamaan Ambon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70872/12waiheru.v12i1.106

Abstract

The aim of this study is to analyze the pedagogical process of instilling ecotheological values in context-based Islamic Religious Education (IRE) learning and to explore its contribution to strengthening students’ ecological literacy within the Islamic school environment. This study responds to the limited integration of ecological values in Islamic educational practices, particularly in connecting Qur’anic teachings on environmental preservation with students’ real-life environmental experiences. Using a qualitative case study approach, the research was conducted at MTs Negeri 11 Tasikmalaya involving IRE teachers and students as participants. Data were collected through classroom observations, semi-structured interviews, and documentation, and analyzed using an interactive analysis model comprising data reduction, data display, and conclusion drawing. The findings indicate that ecotheological values are instilled through the contextualization of Qur’anic teachings on human responsibility toward nature, combined with experiential learning activities grounded in environmental issues affecting the students. This integration not only facilitates students’ conceptual understanding of ecological principles but also encourages the internalization of ecological awareness and environmentally responsible behavior in their daily lives. Contextual learning further creates meaningful learning experiences by connecting religious knowledge with students' authentic environmental realities. This study highlights that integrating ecotheology, contextual learning, and experiential pedagogy contributes to the development of students’ ecological literacy across cognitive, affective, and behavioral dimensions. Therefore, this research demonstrates the importance of innovatively developing Islamic education by positioning ecological values as an integral component of sustainable character education.
The strategic role of school principals in academic supervision based on ruang GTK and E-Kinerja Anna Mulyana; Fajar Alamsyah
12 Waiheru Vol 12 No 1 (2026): 12 Waiheru
Publisher : Balai Diklat Keagamaan Ambon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70872/12waiheru.v12i1.108

Abstract

This study aims to (1) examine the strategic role of school principals in improving the effectiveness of academic supervision in Vocational High Schools (SMK), (2) identify the utilization of teacher performance management platforms in the Ruang GTK and e-Kinerja in the academic supervision process, and (3) analyze supporting and inhibiting factors in the implementation of academic supervision based on digital platform integration. This study uses a qualitative approach, grounded in a literature review, drawing on a systematic review of relevant scientific sources, including reputable journals, academic books, and educational policy documents. The data analysis technique is carried out using a content analysis approach through the stages of data reduction, categorization, synthesis, and interpretation. The results of the study indicate that school principals play a strategic role as instructional leaders and agents of change, determining the success of digital-based academic supervision. The use of the Ruang GTK and e-Kinerja platforms enhances supervision by providing more systematic, transparent, and accountable teacher performance data. The integration of digital platforms enables continuous monitoring and evaluation and supports data-driven decision-making. However, the implementation of digital-based academic supervision still faces various challenges, such as limited digital competency, uneven technological infrastructure, and resistance to change. This study concludes that the success of digital platform-integrated academic supervision depends heavily on the principal's leadership capacity to manage change and to utilize technology optimally. Therefore, strengthening digital competency, sustainable policy support, and developing an integrated system are needed to improve the quality of academic supervision in vocational high schools. This research provides theoretical contributions to the development of digital-based educational management studies and practical implications for improving teacher performance and learning quality.

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