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Al-Musannif
Published by Madrasah Tsanawiyah DDI Cilellang
ISSN : 26572362     EISSN : 26847736     DOI : https://doi.org/10.65046/msn
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Al-Musannif is a peer-reviewed academic journal dedicated to the advancement of education research, covering Islamic education, education policy and management, teacher training, learning and student development, and contemporary issues in community-based education environments. The journal serves as a platform for scholars, educators, and researchers to disseminate original studies, theoretical frameworks, and evidence-based practices in the field of education.
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Articles 14 Documents
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Search results for , issue "vol. 8 no. 1 (2026)" : 14 Documents clear
Qur’anic Ta‘lim and Early Childhood Character Formation in Raudhatul Athfal (Islamic Preschools) in Makassar, Indonesia Ramlah Yusran; Muhammad Yusuf; Hasyim Haddade; Sadaruddin Sadaruddin
Al-Musannif Vol. 8 No. 1 (2026)
Publisher : Madrasah Tsanawiyah DDI Cilellang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65046/msn.v8i1.9

Abstract

This study aims to analyze the implementation of Qur’anic ta‘lim in Raudhatul Athfal (RA), examine its contribution to early childhood character formation, and identify the supporting and inhibiting factors affecting its implementation. This research employed a qualitative approach using a multiple-case study design conducted at three RA in Makassar affiliated with Nahdlatul Ulama, Muhammadiyah, and Wahdah Islamiyah. Data were collected through in-depth interviews, participant observation, and documentation involving principals and teachers. Data were analyzed through within-case and cross-case analysis. The findings reveal that Qur’anic ta‘lim has been implemented systematically through the integration of faith, worship, morality, and prophetic stories into daily learning activities. Despite differences in instructional strategies, all three RA share a common orientation toward internalizing Qur’anic values through habituation, teacher role modelling, and Islamic school culture. Qur’anic ta‘limcontributes to the development of religious, social, and moral character, including honesty, responsibility, empathy, discipline, and respect for others. Its implementation is supported by program consistency, integrated learning materials, exemplary teachers, and a conducive school environment. However, limited parental involvement, socio-emotional challenges among children, and the need for more inclusive educational approaches remain obstacles. This study highlights Qur’anic ta‘lim as a pedagogical mechanism for fostering holistic character development in early childhood education.
The Influence of the Logan Avenue Problem-Solving – Heuristic Model on the Mathematical Reasoning Ability of Grade VIII Students of Haruru Christian Middle School Mursaid Dahlan; Ivatul Laily Kurniawati; Dhamas Mega Amarlita; Junardin Muhamad Masihu
Al-Musannif Vol. 8 No. 1 (2026)
Publisher : Madrasah Tsanawiyah DDI Cilellang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65046/msn.v8i1.13

Abstract

The purpose of this study was to determine whether there was any influence of the Logan Avenue Problem Solving Heuristic Model on the Mathematical Reasoning Ability of Class VIII Students of Haruru Christian Middle School, Amahai District, Central Maluku Regency.The method used in this study is a quasi-experimental method that is tested quantitatively. The population of this study was Class VIII class of Haruru Christian Middle School, Amahai District, Central Maluku Regency. The sampling technique used the Non-equivalent posttest only control group design technique. Class VIII1 students as the experimental class were given the Logan Avenue Problem Solving Heuristic model treatment and students in class VIII2 as the control class were given the Direct Learning model treatment. The calculation results obtained the average score of students from the experimental class = 82.82, while the average score of students from the control class = 58.6. Based on the normality test and homogeneity test of the two groups, it was found that the sample data were normally distributed and homogeneous so that the t test was used to test the hypothesis. The calculation results show t count =8.6975> t_table = 2.02108 at a significance level of α = 0.05. Thus H0“is rejected” and “H1 is accepted”. It means “There is an Influence of the Heuristic Logan Avenue Problem Solving Model on the Mathematical Reasoning Ability of Class VIII Students of Haruru Christian Middle School, Amahai District, Central Maluku Regency.
Improving Indonesian Language Literacy in A Diverse Local Community: A Case Study of the Level of Indonesian Language Proficiency of the Naulu Tribe in Central Maluku Farid Yapono; Maruf Tehuayo; Junardin Muhamad Masihu
Al-Musannif Vol. 8 No. 1 (2026)
Publisher : Madrasah Tsanawiyah DDI Cilellang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65046/msn.v8i1.15

Abstract

This study aims to determine the improvement of Indonesian language literacy among the local community of the Naulu Tribe in Central Maluku. The research was conducted from July 8 to August 8, 2025, in Rohua Hamlet, Negeri Sepa, Amahai District, Central Maluku Regency, Maluku. The participants consisted of 35 members of the Naulu community. This study employed several research instruments, including tests, questionnaires, observations, and interviews. The test instrument consisted of a pre-test and post-test designed to measure Indonesian language literacy skills based on four indicators: reading, writing, listening, and speaking. Questionnaires were used to identify community responses after the implementation of the learning program, while observations focused on social interactions and language use in both educational and community settings. Interviews were conducted to identify challenges, causal factors, and community attitudes toward Indonesian language literacy. The data were analyzed using descriptive qualitative analysis and supported by Gain and N-Gain score calculations to measure literacy improvement. The findings showed significant improvements in all literacy indicators. Reading scores increased from 43.37 to 68.23, writing from 46.69 to 66.12, listening from 59.14 to 71.11, and speaking from 44.16 to 70.66. All categories improved from low to moderate levels. In general, literacy achievement increased from 11% in the initial literacy test to 34% in the final test, indicating a 23% improvement after the learning program. These findings demonstrate that the learning activities effectively improved the Indonesian language literacy skills and understanding of the Naulu community in Central Maluku.
Case-Based Learning for Enhancing Occupational Health Biomedical Literacy: Evidence from Exercise-Induced Oxidative Stress Education Asih Luklu Susiati; Trinarti Senolangi; Andi Nadya Eka Putri; Sahari Bulan; Nur Amalia Alif
Al-Musannif Vol. 8 No. 1 (2026)
Publisher : Madrasah Tsanawiyah DDI Cilellang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65046/msn.v8i1.17

Abstract

Occupational fatigue and oxidative stress have become important concerns in Occupational Health and Safety (OHS) education due to their impact on workers’ physiological health and workplace performance. However, biomedical learning in OHS programs is often theoretical and lacks contextual learning experiences that promote scientific reasoning and biomedical literacy. This study aimed to investigate the effect of Case-Based Learning (CBL) on occupational health biomedical literacy among OHS students in the context of exercise-induced oxidative stress. A quasi-experimental pretest–posttest control group design was employed involving 42 undergraduate OHS students divided into an experimental group (n = 21) and a control group (n = 21). The experimental group received CBL instruction using authentic biomedical cases related to Malondialdehyde (MDA), Serum Glutamic Pyruvic Transaminase (SGPT), VO₂max, and occupational fatigue, while the control group received conventional lecture-based instruction. Data were collected using a biomedical literacy test assessing conceptual understanding, biomedical data interpretation, scientific reasoning, and occupational health decision-making. The results showed that the experimental group achieved a higher posttest score (84.52 ± 6.73) than the control group (71.38 ± 7.84). The normalized gain was also higher in the experimental group (0.65) than in the control group (0.35). Paired-samples t-test analysis revealed significant improvements in biomedical literacy scores in both groups (p < 0.001), with substantially greater gains observed in the CBL group. These findings indicate that integrating authentic biomedical cases through CBL effectively enhances biomedical literacy and scientific reasoning among OHS students and may serve as an effective strategy for contextual occupational health education.
History Education, Historical Consciousness, and the Development of National Identity, Patriotism and Democracy Citizenship: A Systematic Literature Review Anzar Abdullah; Rahmaniah Rahmaniah; Muhammad Asdam; Norhasni Zainal Abidin
Al-Musannif Vol. 8 No. 1 (2026)
Publisher : Madrasah Tsanawiyah DDI Cilellang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65046/msn.v8i1.35

Abstract

This study examines the role of history education in fostering nationalism and patriotism through the development of historical consciousness in the digital era. Although numerous studies have highlighted the importance of history education in strengthening national identity, limited research has systematically synthesized how history learning contributes to the formation of nationalism and patriotism across different educational contexts. Employing a systematic literature review approach, this study analyzed filtering national and international scholarly publications selected through predefined inclusion and exclusion criteria. The findings indicate that history education functions not only as a medium for transmitting historical knowledge but also as a mechanism for developing historical consciousness, national identity, and civic responsibility. The review further reveals that contextual, participatory, and reflective learning approaches are more effective in fostering constructive forms of nationalism and patriotism than traditional content-oriented instruction. This study proposes a conceptual framework linking history education, historical consciousness, national identity formation, and democratic citizenship. The findings contribute to the growing scholarship on history education by offering a theoretical perspective on how nationalism and patriotism can be cultivated in increasingly globalized and digitalized societies.
Systematic Literature Review: Reframing Riverbank Erosion as a Contextual Learning Tool in Environmental Education Sulistiawaty Sulistiawaty; Rusnita Rusnita; Erma Suryani Sahabuddin; Eka Apriyanti
Al-Musannif Vol. 8 No. 1 (2026)
Publisher : Madrasah Tsanawiyah DDI Cilellang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65046/msn.v8i1.36

Abstract

Riverbank erosion is a significant environmental issue that affects ecological systems, socioeconomic conditions, public health, and community resilience. Despite its widespread impacts, its potential as a contextual learning resource in environmental education has received limited scholarly attention. This study aims to synthesize existing evidence on the impacts of riverbank erosion and examine how the phenomenon can be reframed as a contextual learning medium within environmental education. A Systematic Literature Review (SLR) adapted from the PRISMA guidelines was conducted using articles retrieved through Publish or Perish from the Scopus database. Using the keywords “riverbank erosion,” “contextual learning,” and “environmental education,” the selection process resulted in 10 relevant articles, which were analyzed through qualitative descriptive techniques. The findings reveal that riverbank erosion contributes to environmental degradation, damage to land and settlements, population displacement, and increased socioeconomic vulnerability. More importantly, this review highlights the educational value of riverbank erosion as an authentic environmental context that supports contextual learning, place-based learning, and environment-based learning approaches. By synthesizing evidence across environmental and educational studies, this review provides a conceptual linkage between local environmental challenges and meaningful learning experiences. The findings suggest that integrating riverbank erosion issues into environmental education can foster environmental literacy, critical thinking, and students’ awareness of sustainability challenges, while offering educators a framework for connecting real-world environmental problems with classroom learning.
Environmental Education for Healthy Childhoods: Exploring Sanitation Awareness and Nutritional Behavior among School-Age Children Yuliyanti Setiawati; A. Bida Purnamasari; Erma Suryani Sahabuddin; Eka Apriyanti
Al-Musannif Vol. 8 No. 1 (2026)
Publisher : Madrasah Tsanawiyah DDI Cilellang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65046/msn.v8i1.37

Abstract

This phenomenological study explored school-age children’s lived experiences of environmental sanitation awareness and nutritious dietary behavior within environmental education in South Sulawesi, Indonesia. Using a qualitative design, data were collected through in-depth interviews, participant observation, and documentation involving school-age children, parents, and teachers selected purposively from elementary and junior secondary schools. Thematic phenomenological analysis revealed five interrelated themes: developing sanitation awareness through daily practices, family and school as nutritional learning spaces, environmental education as behavioral transformation, social and cultural influences on healthy living, and healthy living as a shared responsibility. The findings indicate that children’s understandings of hygiene and healthy eating are shaped less by formal instruction than by repeated interactions, role modeling, and experiential learning in home, school, and community settings. Environmental education emerged as a meaningful framework for connecting sanitation, nutrition, and child well-being by fostering responsibility, comfort, and environmental care. The study implies that schools and families should collaborate to embed sanitation literacy and nutritional awareness into everyday routines and child-centered environmental programs.
Integrating Authentic Tuberculosis Cases into Problem-Based Learning: A Case Study of Analytical Reasoning among Public Health Students La Ode Asrianto; Hamka Hamka; Erma Suryani Sahabuddin; Eka Apriyanti
Al-Musannif Vol. 8 No. 1 (2026)
Publisher : Madrasah Tsanawiyah DDI Cilellang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65046/msn.v8i1.40

Abstract

This qualitative case study explored public health students’ analytical reasoning experiences during the implementation of authentic tuberculosis cases in Problem-Based Learning (PBL). The study was conducted in an undergraduate public health program in Indonesia and involved students who actively participated in tuberculosis case discussions, collaborative inquiry, and reflective learning activities. Data were collected through classroom observations, semi-structured interviews, reflective journals, and learning documents, then analyzed using thematic analysis. The findings showed that authentic tuberculosis cases encouraged students to identify core public health problems, interpret contextual factors such as stigma, overcrowding, limited health literacy, and healthcare access, and evaluate evidence-based solutions collaboratively. Four major reasoning patterns emerged: contextual understanding, evidence-based analysis, collaborative reasoning, and reflective engagement. The use of authentic cases enabled students to connect theoretical concepts with real community health conditions and strengthened their problem-solving orientation and professional awareness. The study concludes that integrating authentic tuberculosis cases into PBL is an effective strategy for fostering analytical reasoning in public health education. This approach supports deeper learning, meaningful engagement, and preparation for evidence-informed decision-making in professional public health practice.
Item Analysis of a Physics Technological Literacy Test on Work and Energy Abdul Rafid Fakhrun Gani; Dewi Wulandari; Yuni Warty
Al-Musannif Vol. 8 No. 1 (2026)
Publisher : Madrasah Tsanawiyah DDI Cilellang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65046/msn.v8i1.41

Abstract

This study aimed to develop and analyze a physics technological literacy test instrument on the topic of work and energy for senior high school students. This study addresses the limited availability of technological literacy assessment instruments specifically designed for the topic of work and energy in physics education. The research used a Research and Development (R&D) approach with the ADDIE development model, consisting of analysis, design, development, implementation, and evaluation stages. The instrument was developed based on three dimensions of technological literacy: knowledge, capabilities, and critical thinking and decision making. The study involved 200 students from several senior high schools in Binjai City, Indonesia. Data were analyzed using validity, reliability, and Rasch model analyses to evaluate the quality of the instrument. The results showed that the instrument was highly feasible, with evaluation expert validation of 92,13% and material expert validation of 90,4%. Practicality testing also indicated that the instrument was practical and easy to use. All items were categorized as valid and reliable, with a Cronbach’s Alpha coefficient of 0.935. The Rasch analysis demonstrated that the instrument could accurately measure students’ technological literacy abilities across various ability levels. The findings indicate that the developed instrument is valid, reliable, practical, and effective for measuring students’ technological literacy in physics learning, and it can serve as an assessment tool for teachers to evaluate and improve students’ technological literacy skills.
Integrating GitMind into Socio-Scientific Inquiry-Based Learning: Impacts on Science Literacy and Argumentation Skills Afifah Zahrah Pamela; Susriyati Mahanal; Sitoresmi Prabaningtyas
Al-Musannif Vol. 8 No. 1 (2026)
Publisher : Madrasah Tsanawiyah DDI Cilellang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65046/msn.v8i1.51

Abstract

Science literacy and argumentation skills are two essential competencies for addressing socio-scientific issues, yet both remain relatively low among high school students in Indonesia. No prior study has integrated digital mind-mapping tools within a Socio-Scientific Inquiry-Based Learning (SSIBL) framework to simultaneously develop these competencies, constituting the primary novelty of this work. This quasi-experimental study compared three instructional conditions: GitMind-assisted SSIBL, Guided Inquiry, and Direct Instruction. Participants were senior high school biology students studying the human reproductive and excretory systems, and ANCOVA was applied to control for pre-existing ability differences. The GitMind-assisted SSIBL class achieved the highest enhancement in science literacy (66.22%), outperforming Guided Inquiry (53.17%) and Direct Instruction (44.87%). Argumentation skills followed the same pattern, with SSIBL recording the greatest improvement (58.47%), followed by Guided Inquiry (46.09%) and Direct Instruction (34.35%). ANCOVA confirmed significant effects of instructional treatment on science literacy, F(2, 89) = 63.615, p < .001, partial η² = .588, and on argumentation skills, F(2, 89) = 82.253, p < .001, partial η² = .649. These findings provide theoretical support for the role of socioscientific context and digital knowledge externalisation in fostering higher-order competencies, and offer biology educators a structured, evidence-based instructional model applicable beyond conventional inquiry approaches.

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