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Sustainable
Published by IAIN Syaikh Abdurrahman Siddik Bangka Belitung
ISSN : -     EISSN : 26550695     DOI : https://doi.org/10.32923
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This journal publishes original articles on the latest issues and trends occurring in educational evaluations, program evaluations, learning assessments, educational supervision, teacher performance and competencies, strategic studies on improving the quality of school and college. Moreover, this journal also covers the issues concerned with environmental education.
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Articles 319 Documents
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The Transformation of the Role of Islamic Education Teachers in the Era of Artificial Intelligence: Pedagogical Dynamics and Ethical Challenges Vaya Nyla
Sustainable Vol. 9 No. 1 (2026): January - June 2026
Publisher : Lembaga Penjaminan Mutu, IAIN Syaikh Abdurrahman Siddik Bangka Belitung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32923/ky7v6g96

Abstract

The development of Artificial Intelligence (AI) has changed students’ learning patterns, including in Islamic Religious Education (PAI). Many students increasingly use AI applications to obtain quick answers, creating new challenges for teachers. While previous studies have largely focused on the effectiveness of AI and digital learning innovations, research examining the changing role of PAI teachers in addressing pedagogical and ethical issues remains limited. Therefore, this study aims to analyze the dynamics of PAI teachers’ roles in the AI era. This study employed a descriptive qualitative approach involving two PAI teachers and 60 students at a public junior high school in Surabaya, selected through purposive sampling. Data were collected through interviews, observations, and documentation. The findings show that AI use encourages a more pragmatic learning pattern among some students, particularly in seeking instant answers without adequate understanding. As a result, the role of PAI teachers has shifted from being the main source of knowledge to becoming facilitators and ethical guides who help students critically evaluate AI-generated information and ensure its alignment with Islamic values. Teachers also face challenges related to students’ declining critical thinking skills and differences in digital competence between teachers and students. This study concludes that the integration of AI requires PAI teachers to reposition their pedagogical and ethical roles. Strengthening digital literacy and Islamic ethical values is essential to ensure that AI is used responsibly and supports meaningful learning.
Habituation-Based Character Education in Islamic Primary Schools: Integrating the 7 Habits Framework within the Merdeka Curriculum Halimatus Sa’diya; Avidatul Umaidah; Isnainiyah; Subianto; Muhammad Hasan; Ahmad Fauzi
Sustainable Vol. 9 No. 1 (2026): January - June 2026
Publisher : Lembaga Penjaminan Mutu, IAIN Syaikh Abdurrahman Siddik Bangka Belitung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32923/rwe8hw04

Abstract

Despite widespread adoption of character education programs in Indonesian Islamic primary schools, a persistent gap remains in understanding how global character frameworks can be systematically integrated with local religious curricula to produce holistic student development. While habituation-based approaches have shown promise for fostering discipline and religiosity, existing studies predominantly describe isolated practices without examining the conceptual mechanisms that enable sustainable integration between daily routines and formal religious instruction. This study addresses this lacuna by investigating the implementation of the "7 Habits of Great Children" framework within Islamic Religious Education (PAI) under Indonesia's Merdeka Curriculum. Drawing on qualitative data from classroom observations, in-depth interviews, and document analysis at a purposively selected madrasah, we develop an empirically grounded model demonstrating how structured habituation practices—including communal worship, health routines, and social courtesies—can be theoretically synchronized with PAI learning objectives to create mutually reinforcing character development pathways. Our findings reveal that the integration operates through three conceptual mechanisms: (1) behavioral scaffolding, wherein daily routines provide embodied foundations for abstract religious concepts; (2) contextual bridging, where teachers deliberately connect habituation experiences with PAI content to enhance meaning-making; and (3) environmental synergy, characterized by coordinated reinforcement across school and home settings. The study contributes to character education scholarship by offering a transferable framework for harmonizing universal character principles with culturally situated religious instruction, thereby extending the applicability of habituation theory beyond single-institution implementations. These insights carry implications for curriculum designers and educators seeking to operationalize value-based education within flexible, student-centered learning environments.
Academic Literacy in Physics Teacher Education: Integrating ESP and Self-Efficacy Rachmawati Putri Ainiyah; Zahra Dhabithah; Wahyunengsih
Sustainable Vol. 9 No. 1 (2026): January - June 2026
Publisher : Lembaga Penjaminan Mutu, IAIN Syaikh Abdurrahman Siddik Bangka Belitung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32923/dpep5372

Abstract

English competence is increasingly necessary for prospective physics teachers who must engage with international scientific literature. While prior studies have reported general English difficulties among non-English majors, limited attention has been given to how discipline-specific language demands and self-efficacy jointly shape academic literacy in physics teacher education. This study addresses this gap by examining the English skills most required by pre-service physics teachers and their perceptions of their own proficiency. A mixed-method descriptive survey involving 41 undergraduate students was conducted using a Likert-scale and open-ended instruments. The findings show that reading is perceived as the primary need (M = 4.54), particularly for accessing journals and textbooks, followed by academic vocabulary awareness. However, participants reported challenges in mastering technical terminology and producing scientific explanations in written and oral forms. These results indicate a persistent awareness–competence gap and suggest that academic literacy in physics education should be understood as an integrated construct combining disciplinary reading demands, specialized vocabulary development, productive communication skills, and self-efficacy. The study contributes to ESP and EAP discussions by emphasizing the role of technical vocabulary in linking comprehension with academic production within science-specific contexts.
Al-Zarnuji's Concept of 'Ilm and Fiqh: Its Relevance in the Era of Learning 5.0 Fardan Basith; Ateng Ruhendi; Izzudin Musthafa; Eva Saufana
Sustainable Vol. 9 No. 1 (2026): January - June 2026
Publisher : Lembaga Penjaminan Mutu, IAIN Syaikh Abdurrahman Siddik Bangka Belitung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32923/adbdmx91

Abstract

The emergence of Learning 5.0 has transformed educational paradigms by emphasizing not only technological advancement but also human values, ethical awareness, and holistic development. In Islamic educational thought, the concepts of ‘ilm (knowledge) and fiqh articulated by Al-Zarnuji in Ta‘lim al-Muta‘allim provide a philosophical foundation for addressing these contemporary challenges. This study aims to examine the nature of ‘ilm and fiqh in Al-Zarnuji’s educational perspective and analyze their relevance to the educational orientation of Learning 5.0. This research employs a library research method using conceptual and interpretive analysis of classical Islamic texts and contemporary scholarly literature. The findings reveal that Al-Zarnuji understands ‘ilm not merely as the acquisition of information but as a process of developing moral character, spiritual awareness, and beneficial action. Meanwhile, fiqh refers to the ability to comprehend, contextualize, and apply knowledge wisely in practical situations. These concepts highlight the integration of intellectual, ethical, and spiritual dimensions in the learning process. In the context of Learning 5.0, where technology functions as a tool to support human-centered education, Al-Zarnuji’s ideas offer an ethical framework for balancing technological innovation with character formation and social responsibility. The study contributes to contemporary educational discourse by reinterpreting classical Islamic educational concepts as a holistic foundation for developing adaptive, value-oriented, and human-centered learning models in the digital era.
The Archipelago's Development of Career Meaning Background: An Analysis of Bangka Belitung's Career Counseling Services Nikmarijal; Sandri; Jordi; Atika Delvani Rafi; Wilda Rahma; Helya Arnani
Sustainable Vol. 8 No. 2 (2025): Transforming Education: Digital Integration, Strategic Assessment, and Sustaina
Publisher : Lembaga Penjaminan Mutu, IAIN Syaikh Abdurrahman Siddik Bangka Belitung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32923/yvgwcs34

Abstract

Bangka Belitung through the perspective of career counseling services. A qualitative approach using Interpretative Phenomenological Analysis (IPA) was employed. Participants were senior high school students purposively selected based on their involvement in career counseling services. Data were collected through in-depth interviews, limited observations, and document analysis, and analyzed using interpretative thematic analysis. The findings indicate that career meaning is constructed through a negotiation process involving personal aspirations, family influence, local cultural values, and structural constraints of the island context. Career is predominantly understood as a means of life security and social sustainability rather than self-actualization. The study also reveals a tension between globally shaped career aspirations and locally constrained realities. Career counseling services are perceived primarily as sources of information rather than reflective spaces that facilitate contextual career meaning-making. This study highlights the need for more contextual, reflective, and dialogical career counseling practices to better align with students’ socio-cultural realities in island regions.
Madrasah Organizational Culture as the Foundation for Effective Educational Management Zulkarnain
Sustainable Vol. 8 No. 2 (2025): Transforming Education: Digital Integration, Strategic Assessment, and Sustaina
Publisher : Lembaga Penjaminan Mutu, IAIN Syaikh Abdurrahman Siddik Bangka Belitung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32923/afy3wp14

Abstract

Organizational culture plays a crucial role in shaping the effectiveness of educational management, particularly in madrasah as Islamic educational institutions that integrate academic and moral development. This study aims to examine organizational culture as a foundational element of effective educational management in the madrasah context. Employing a traditional literature review approach, this study analyzes relevant theories and empirical findings related to organizational culture, leadership, and educational management in madrasah and broader educational settings. The findings indicate that organizational culture, grounded in shared managerial values and Islamic moral principles, influences management processes, enhances teacher performance, and fosters a conducive learning environment. Furthermore, leadership—especially transformational and value-based leadership—emerges as a key factor in strengthening and sustaining organizational culture. Despite its strategic importance, the implementation of organizational culture in madrasah faces challenges such as resistance to change and inconsistencies between espoused values and actual practices. This study concludes that strengthening organizational culture through strategic management, character education, and collective stakeholder involvement is essential for achieving sustainable and effective educational management in madrasah.
The Dynamics of Therapeutic Relationships in Cybercounseling in Modern Guidance and Counseling Services Nurul Faqih; Melisa Wulandari; Mutiara Putri; Widia Widia; Muhammad Fadillah Prayogie
Sustainable Vol. 7 No. 2 (2024): Sustainable
Publisher : Lembaga Penjaminan Mutu, IAIN Syaikh Abdurrahman Siddik Bangka Belitung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32923/6qtdbv15

Abstract

The development of digital technology has driven the transformation of guidance and counseling services through the implementation of cyber counseling. This service offers flexibility, efficiency, and expanded access for clients, but also presents complex dynamics in the form of challenges, obstacles, and opportunities. Cyber ​​counseling, as an innovation in guidance and counseling (BK) services in the digital era, presents a significant transformation in the therapeutic relationship between counselors and clients. This article aims to analyze the dynamics of the therapeutic relationship in cyber counseling by examining the challenges, obstacles, and opportunities that arise in the cultural, ethical, technical, and digital literacy contexts. The research used a desk study method by analyzing various literature related to digital counseling. The results of the study indicate that therapeutic relationships in virtual spaces face cultural challenges, data security risks, limitations in nonverbal communication, infrastructure barriers, and counselor competency readiness. However, cyber counseling also opens up significant opportunities for expanding service access, improving digital literacy, and innovating counseling intervention methods. With strengthened regulations, increased digital competence, and institutional support, cyber counseling has the potential to become a modern BK service model that is effective, ethical, and adaptive to current developments.
Language Acquisition and Language Development in Early Childhood: Theoretical Perspectives and Implications for Education Desty Puspita Sari; Nurul Arifiyanti
Sustainable Vol. 8 No. 1 (2025): Integrating Innovation, Technology, and Management in Education
Publisher : Lembaga Penjaminan Mutu, IAIN Syaikh Abdurrahman Siddik Bangka Belitung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32923/0e4eqq76

Abstract

Language acquisition in early childhood is a fundamental developmental process that forms the foundation for children’s cognitive, social, emotional, and academic growth. This study aims to explore the process of language acquisition and language development in early childhood within natural learning environments. Employing a qualitative descriptive approach, data were collected through naturalistic observation, semi-structured interviews with teachers, and documentation in early childhood education settings. The findings indicate that children’s language development emerges through a dynamic interaction between innate linguistic capacity, cognitive maturation, behavioral reinforcement, and social–emotional engagement. Children acquire language most effectively through meaningful interaction, repeated exposure, and supportive communication in everyday activities. The results also reveal that social interaction and emotional security significantly enhance children’s motivation to communicate, while cognitive readiness influences the complexity of language structures produced by children. These findings suggest that early childhood language acquisition cannot be explained by a single theoretical perspective but should be understood as a multidimensional process. Therefore, early childhood education programs should adopt holistic and interaction-based approaches that integrate linguistic, cognitive, and socio-emotional stimulation to support optimal language development.
Curriculum Transformation and Islamic Intellectual Identity in the Era of Globalization: Evidence from Indonesia Firiyanto; Fajri Ismail; Indah Wigati; Yuniar
Sustainable Vol. 9 No. 1 (2026): January - June 2026
Publisher : Lembaga Penjaminan Mutu, IAIN Syaikh Abdurrahman Siddik Bangka Belitung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32923/8zrxmd47

Abstract

Globalization has brought significant changes to education systems worldwide. Islamic education faces the challenge of adapting to developments in science, technology, and global social dynamics while maintaining its intellectual identity. This study aims to analyze the challenges faced by Islamic education in the era of globalization, examine institutional responses, and identify curriculum transformation strategies in Indonesia. This research employs a qualitative approach using a literature review method, examining academic sources published between 2020 and 2025. Data were analyzed using descriptive and thematic analysis. This study contributes by proposing an integrative framework that balances curriculum transformation, digital literacy, institutional governance, and Islamic intellectual identity preservation. The findings indicate that globalization encourages curriculum transformation through the integration of religious and general sciences, digital literacy strengthening, and adaptive learning models. However, challenges include the potential knowledge dichotomy, limited digital infrastructure, and the risk of weakening Islamic intellectual identity. Theoretical implications suggest that Islamic education requires strong epistemological foundations rooted in Islamic values to avoid marginalization of traditional scholarship. Practical implications indicate that educational institutions need comprehensive strategies integrating technological innovation with value preservation. Limitations: This study is limited to literature published between 2020 and 2025 within the Indonesian context. Future research should conduct empirical studies across diverse institutional contexts. An integrative approach balancing innovation, technology, and Islamic values is necessary to ensure Islamic education remains relevant and competitive globally.
Negotiating Malay Islamic Identity in the Era of Globalization: A Literature Review of Islamic Educational Institutions Hafizul Husni; Fajri Ismail; Indah Wigati; Yuniar
Sustainable Vol. 9 No. 1 (2026): January - June 2026
Publisher : Lembaga Penjaminan Mutu, IAIN Syaikh Abdurrahman Siddik Bangka Belitung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32923/q2a7b296

Abstract

Globalization has significantly influenced cultural interactions and educational systems, creating both challenges and opportunities for the preservation of local cultural identities. In Southeast Asia, Malay Islamic identity represents a unique synthesis between Islamic religious values and Malay cultural traditions that has developed through historical processes of cultural interaction. The rapid expansion of globalization, including technological advancement, cultural exchange, and educational modernization, has raised important questions about the sustainability of this identity in contemporary society. This study aims to analyze how Islamic educational institutions respond to the integration of Malay Islamic identity in the era of globalization. This research employs a qualitative literature review method by examining academic publications published between 2020 and 2025. Data were collected through Google Scholar using keywords related to Islamic education, globalization, and Malay Islamic identity. The selected literature was analyzed using thematic analysis to identify major patterns, conceptual frameworks, and scholarly debates related to the role of Islamic educational institutions in preserving cultural identity. The findings indicate that Islamic educational institutions play a significant role in maintaining Malay Islamic identity through several strategies, including the integration of local wisdom in educational curricula, the adaptation of traditional learning systems to modern educational approaches, and the reinforcement of religious and cultural values within institutional practices. Furthermore, the study shows that globalization does not necessarily lead to the erosion of local identity but may encourage cultural adaptation and identity negotiation that allow Malay Islamic traditions to remain relevant in the global era.  

Page 30 of 32 | Total Record : 319

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