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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 101 Documents
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Implementation of event management through communication, leadership, and time management training for students of SMA Al Hilal Ambon M Sahrawi Saimima; Anna Wally Burangasi; Saleha Wally; Nur Anisa Syawal; Saiful Rumatiga
12 Waiheru Vol 11 No 2 (2025): 12 Waiheru
Publisher : Balai Diklat Keagamaan Ambon

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Abstract

Event management is a professional activity that brings together a group of people to carry out specific tasks or events. This activity aims to train students in managing activities related to the theme of training, thereby improving their communication, leadership, and time management skills. The method used is service learning, which involves the direct participation of students from the MPI FITK UIN AM Sangadji Ambon Study Program as the organising committee, utilising a participatory approach through the delivery of interactive materials and panel discussions. The implementation of the activity involved 11 students in grades X and XI of Al Hilaal Ambon High School. The results of the activity showed that students were trained in the courage to speak in public, the importance of leading and managing groups, and were given tips on managing time related to their academic activities. The results obtained by students in managing activities through the application of event management stages, ranging from research, design, planning, coordination, and evaluation, show that there are obstacles in the coordination aspect. It is due to a change in the implementation schedule, where activities that were originally scheduled together must be carried out earlier than the planned target. However, this activity provides dual benefits, namely, strengthening students' soft skills and improving student competence in managing educational events professionally.
Utilization of digital platforms in interfaith and intercultural dialogue for inclusive and harmonious religious moderation Hasnawati
12 Waiheru Vol 11 No 2 (2025): 12 Waiheru
Publisher : Balai Diklat Keagamaan Ambon

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Abstract

This study aims to analyze religious moderation and dialogical literacy, as well as the use of digital platforms to promote religious moderation as a strategic step toward achieving Indonesia Emas 2045—an inclusive and harmonious national vision. The primary focus of this study is to investigate the extent to which understanding the values of religious moderation, the effectiveness of digital literacy, and the utilization of information technology can enhance tolerance and interreligious harmony. The research employed a descriptive quantitative method, collecting data through online questionnaires distributed to participants of the Religious Moderation Facilitator Training within the Ministry of Religious Affairs in the Maluku region in 2024. The findings indicate that most respondents demonstrated a high level of understanding of the values of religious moderation. A total of 76.7% strongly agreed that religious moderation fosters social harmony, while 72.1% understood moderation as a rejection of extremism. In the context of digitalization, 48.6% of respondents had used information technology for interfaith dialogue, 38.9% did so regularly, and 55.1% utilized digital platforms to promote moderation. Moreover, 40.6% of respondents rated digital literacy as highly effective, and 30.4% considered it effective in supporting interfaith dialogue. The study contributes by emphasizing that integrating dialogical literacy and digital technology is a crucial strategy for strengthening religious moderation in the global era. These findings provide an empirical basis for education and social policies rooted in digital literacy to foster tolerance, inclusivity, and interreligious harmony in Indonesia.
Digital learning transformation for civil servants through mooc: An impact study of the pintar self-learning training program by the ministry of religious affairs in maluku and north maluku Arsyil Waritsman; Rita Lefrida
12 Waiheru Vol 11 No 2 (2025): 12 Waiheru
Publisher : Balai Diklat Keagamaan Ambon

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Abstract

This study aims to analyse the impact of training programs for civil servants (ASN) on two key aspects: first, the implementation of their duties and responsibilities; and second, the improvement of organisational performance and service delivery to stakeholders. The research employed a quantitative method. Data were collected using a non-test technique in the form of a questionnaire. Accordingly, the research instrument was a questionnaire consisting of a list of statements with five alternative answers on a Likert scale. The population consisted of all civil servants from the Ministry of Religious Affairs in Maluku and North Maluku Provinces, while the sample comprised randomly selected civil servants from the same population who served as respondents. The collected data were analysed using descriptive and inferential statistics. Descriptive statistics were used to present the distribution of respondents' data, while inferential statistics were employed in a One-Sample t-test with a 5% significance level. In this context, inferential statistics were used to generalise whether the MOOC Pintar training had a significant impact. The findings reveal that the MOOC Pintar training has a significant impact on civil servants of the Ministry of Religious Affairs in Maluku and North Maluku Provinces. These results underscore the importance of sustaining the MOOC Pintar training continuously, given its significant contribution to improving civil servants' task implementation, positional responsibilities, organisational performance, and stakeholder service. Although this research is limited to the perceptions of civil servants in the two provinces and the impact measured was confined to their self-perceptions, without incorporating supervisors' assessments, the findings nonetheless provide valuable recommendations for future studies in other regions. Further research, including supervisor evaluations, is suggested to broaden the scope of data regarding the impact of MOOC Pintar on civil servants of the Ministry of Religious Affairs.
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.
The values of pancasila and the 1945 constitution in the actualization products of the basic training program for civil servant candidates at the ministry of religious affairs: realizing impactful BerAKHLAK civil servants Septri Rahayu; Riana Antika Amahoroe; Rahmadani
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.v12i1.1

Abstract

This study examines the implementation of Pancasila values and the 1945 Constitution of the Republic of Indonesia within the Basic Training Program for Civil Servant Candidates (LATSAR CPNS) of the Ministry of Religious Affairs through state-defense action plans and participants’ actualization projects. Employing a qualitative case study approach, the research involved 68 Grade III civil servant candidates in Maluku and North Maluku Provinces. Data were collected through document analysis of actualization reports, interviews, observations, and supporting training documents. The findings reveal that the implementation of Pancasila and constitutional values was manifested through five forms of state-defense action plans: strengthening operational discipline, promoting national insight and religious moderation, fostering administrative integrity, implementing pro-social service initiatives, and developing collaborative initiatives. The innovation products generated by participants were categorized into five groups: digital learning media, digital systems and applications, standard operating procedure (SOP) guidebooks and booklets, administrative service models, and community-based programs. The analysis indicates that Pancasila and constitutional values function not merely as normative principles but also as practical references that guide the development of innovations aimed at improving service quality, strengthening organizational governance, and addressing workplace challenges. The impacts of these innovations were reflected in enhanced institutional efficiency, improved accessibility and quality of public services, and increased public awareness of national values and religious moderation. This study demonstrates that LATSAR CPNS serves as an effective mechanism for translating national and constitutional values into contextual innovation practices, thereby contributing to the development of professional, integrity-driven, and service-oriented civil servants.
Collective response to the student reading crisis: Hegemonic and fatalistic counter-narratives in the cyberspace Shulhan; Hairus Sodik; Moh Zainol Kamal; Hasan Asy'ari Najmuddin
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.v12i1.2

Abstract

This study examines how Indonesia’s literacy crisis was constructed within digital public discourse following the viral circulation of a YouTube news segment depicting a junior high school student unable to read. Although literacy decline is commonly framed as a pedagogical issue, limited studies have explored how online publics negotiate responsibility for educational failure in digital spaces. Using a qualitative netnographic approach, this study analyzed 189 public comments extracted from the viral video “Miris, Pelajar SMP Belum Bisa Membaca” by tvOneNews. Data were analyzed through Critical Discourse Analysis to identify dominant attribution patterns and processes of meaning construction. The findings reveal that digital public discourse surrounding literacy decline was shaped by fragmented and competing explanatory frameworks. Structural criticism directed toward curriculum reform, weakened evaluation systems, educational bureaucracy, and state governance frequently coexisted with individualized narratives emphasizing student discipline, parental responsibility, and excessive smartphone use. Public comments also reflected ambivalent perceptions toward teachers, who were simultaneously criticized for bureaucratic orientation and recognized as actors constrained by institutional regulation. Digital technology was framed as a symbolic threat to literacy culture, reflecting broader anxieties regarding educational decline. This study argues that online discourse surrounding literacy crises should not be interpreted as a coherent expression of collective critical consciousness, but rather as a dynamic arena of meaning negotiation shaped by emotional communication and competing interpretations of educational responsibility. The study contributes to digital discourse and critical literacy by extending literacy analysis beyond classroom-centered perspectives toward the sociocultural construction of educational crises within contemporary digital public.
Exploring students' needs and perceptions of AI-assisted ESP learning in an english education program context La Ode Rasmin; Hanafi Pelu; Rosmiati
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.v12i1.5

Abstract

This study demonstrates that AI-assisted English for Specific Purposes (ESP) learning addresses gaps in conventional ESP instruction and better supports pre-service English teachers in an English Education Program. Using a qualitative small-scale case study design, the research involved three students from the English Education Study Program in an ESP course at the University of Muslim Buton, Southeast Sulawesi. Data were collected through written semi-structured interviews administered via Google Forms and were analyzed thematically. Students identified ESP as crucial for developing classroom English, instructional communication, and lesson planning skills. However, they found traditional ESP instruction lacked contextual vocabulary and opportunities for independent material development. The integration of AI-supported learning emerged as a practical solution, enhancing students’ understanding of ESP concepts, providing relevant examples, and improving learning efficiency. Students reported increased autonomy and confidence in using English for instruction, while still critically acknowledging risks such as over-reliance on AI and related concerns about academic integrity. They stressed the need for AI to serve as a supportive tool, not a replacement for critical thinking and pedagogical judgment. In summary, the study argues that clearly guided, ethically integrated AI-assisted ESP learning can significantly improve teacher preparation programs.
Integrating eco-sufism into the hidden curriculum of islamic boarding schools to develop environmentally aware religious character among students Andri Sutrisno; Dwi Ari Kurniawati; M. Mas’ud Said
12 Waiheru Vol 12 No 1 (2026): 12 Waiheru
Publisher : Balai Diklat Keagamaan Ambon

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Abstract

This study is motivated by the environmental crisis, which calls for a holistic approach grounded in religious values, particularly within the Islamic Boarding School environment. However, there has been little research that thoroughly examines how Islamic Boarding Schools integrate the values of Eco-sufism through the hidden curriculum to foster religious character that is environmentally conscious. This study aims to: (1) describe a model for integrating Eco-sufism through the hidden curriculum to foster students’ religious character; (2) identify the Eco-sufism values instilled through the hidden curriculum to enhance character education that is environmentally conscious; and (3) analyze the implications of Eco-sufism integration on students’ ecological behavior at Al-Amien Prenduan Islamic Boarding School. The approach used is a descriptive qualitative approach, with data collection techniques including observation, in-depth interviews, and documentation. The informants were the leaders and caregivers, teachers, and students. The research was conducted from April 2025 to December 2025. Data analysis involved data reduction, data presentation, and drawing conclusions. The results of the study indicate that the model of Eco-sufism integration is manifested in the exemplary conduct of the kiai, daily routines, and the boarding school’s spatial layout, all of which are rich in ecological meaning. The internalized values include simplicity, balance with nature, and responsibility as stewards of the earth. Consequently, there is a shift in the students’ ecological behavior, characterized by an awareness of maintaining cleanliness, managing resources, and caring for environmental sustainability. This study confirms that an Eco-sufism-based hidden curriculum effectively shapes the students’ religious and ecological character in an integrated manner.
Exploring local wisdom-based arabic language environment practices and their contribution to students’ speaking proficiency Hamdy M. Zen; Nila Sari Taha
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.v12i1.8

Abstract

This study examines innovative strategies for creating an Arabic language environment based on local wisdom at State Islamic Senior High School (MAN) 1 North Halmahera. Using a descriptive qualitative approach, this research investigates the implementation of local cultural integration in Arabic language learning and its impact on students' speaking skills. The research findings demonstrate significant improvement in students' speaking abilities through a contextual approach that connects Arabic language with local cultural contexts. The methods used in this study include in-depth interviews, participatory observation, and document analysis. The findings indicate that the integration of local wisdom through folklore, regional songs, and cultural activities can enhance students' motivation and speaking competence, with speaking skills percentages increasing from an average of 35-45% to 70-80%. This research provides theoretical contributions to the development of foreign language learning models based on local culture.

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