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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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Rebuilding Islamic Religious Education: Toward Meaningful Learning Through Teaching Innovation Eprianto; Ari Koswara; Abdurrahmansyah; Nurlaila
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/tjgdck98

Abstract

Islamic Religious Education (IRE) plays a crucial role in shaping students’ moral character and spiritual awareness. However, contemporary IRE remains dominated by teacher-centered instruction and rote memorization, limiting students’ ability to contextualize Islamic values. Despite ongoing reform discourses, a critical research gap persists: the absence of a systematic instructional framework that effectively bridges theological foundations with contemporary pedagogical, contextual, and digital realities. This study analyzes instructional design development in IRE through conceptual deconstruction to promote meaningful learning. The novelty of this research lies in proposing a theo-anthropocentric instructional framework that reconceptualizes IRE pedagogy by integrating student-centered strategies, contextual relevance, and digital technology. Employing qualitative library research, data from scholarly works (2020–2025) were synthesized using content and descriptive–analytical techniques. Findings reveal that traditional models overemphasize cognitive knowledge while neglecting affective and experiential dimensions. Consequently, IRE transformation requires innovative pedagogies and technological integration to connect religious teachings with authentic experiences. Ultimately, IRE must transcend mere knowledge transmission to cultivate meaningful learning that fosters moral responsibility, critical reflection, and spiritual growth in contemporary learners.
Development of Islamic Religious Education Curriculum Design Based on Learning Outcomes in the Implementation of the Independent Curriculum Rahayu Suprapti; Meli Puspita; Abdurrahmansyah; Nurlaila
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: 10.32923/424j4g58

Abstract

The implementation of the Independent Curriculum in Indonesia has introduced significant changes in educational practices, particularly in promoting competency-based and student-centered learning. Within this framework, learning outcomes serve as a fundamental component in guiding curriculum design, instructional strategies, and assessment processes. This study aims to develop a conceptual framework for Islamic Religious Education curriculum design based on learning outcomes in the implementation of the Independent Curriculum. The research employs a qualitative approach using library research methods by analyzing relevant academic literature, policy documents, and previous studies related to curriculum development, learning outcomes, and Islamic Religious Education. Data were collected through a systematic literature review and analyzed using qualitative analysis techniques involving data reduction, data display, and conclusion drawing. The findings indicate that a learning outcomes-based curriculum design for Islamic Religious Education should be developed through several systematic stages, including needs analysis, formulation of learning objectives, selection and organization of learning materials, design of learning experiences, and development of appropriate assessment strategies. This approach ensures alignment between curriculum objectives, teaching activities, and evaluation methods while promoting the development of students’ cognitive, affective, and psychomotor competencies. Furthermore, the integration of innovative teaching strategies and digital learning resources can enhance the effectiveness of curriculum implementation. The study concludes that a learning outcomes-based curriculum design supports the goals of the Independent Curriculum by fostering meaningful learning experiences and strengthening students’ moral character, critical thinking skills, and social responsibility.
Integrating Multiple Intelligences into Social Studies Instruction: A Conceptual Framework for Enhancing Holistic Learning in Elementary Education Vera Feryyal
Sustainable Vol. 9 No. 2 (2026): July - December 2026 In Press
Publisher : Lembaga Penjaminan Mutu, IAIN Syaikh Abdurrahman Siddik Bangka Belitung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32923/2qmjfr34

Abstract

This study aims to explore the integration of Multiple Intelligences (MI) into Social Studies learning at the elementary school level through a qualitative literature review. By synthesizing [insert actual number] relevant scholarly articles published between 2020 and 2025, this study examines how MI-based instructional models can enhance holistic student development. The findings reveal that traditional Social Studies instruction, which often emphasizes memorization, is insufficient in addressing the diverse cognitive, affective, and social needs of students. In contrast, the integration of Multiple Intelligences provides a more inclusive and student-centered learning approach by accommodating various learning styles and potentials. Furthermore, MI-based learning is found to support the development of critical thinking, empathy, collaboration, and social responsibility, key competencies required in 21st-century education. Instructional strategies such as problem-based learning, inquiry-based learning, and project-based learning are identified as effective approaches for implementing MI in Social Studies classrooms. However, the study also highlights challenges related to teacher readiness, limited resources, and curriculum constraints. Therefore, successful implementation requires professional development, curriculum adaptation, and institutional support. Overall, this study contributes to the development of a conceptual framework for integrating Multiple Intelligences into Social Studies learning to promote more meaningful and holistic educational outcomes.
Mapping Transnational Islamic Education Networks in Southeast Asia: A Qualitative Social Network Analysis Approach Ruslaini; Fajri Ismail; Indah Wigati; Yuniar
Sustainable Vol. 9 No. 2 (2026): July - December 2026 In Press
Publisher : Lembaga Penjaminan Mutu, IAIN Syaikh Abdurrahman Siddik Bangka Belitung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32923/setwfz84

Abstract

This study examines the structure and dynamics of transnational Islamic education networks in Southeast Asia through a qualitative literature review and a Social Network Analysis (SNA) perspective. Synthesizing 45 relevant peer-reviewed articles drawn from scholarly works published between 2020 and 2025, the research explores how traditional institutions such as pesantren and madrasah interact with modern educational systems and global networks. The findings reveal that Islamic education in the region is characterized by a hybrid structure, integrating localized religious traditions with transnational knowledge flows, particularly through connections with the Middle East and other Muslim-majority regions. Key actors, including ulama, educational institutions, and state agencies, play crucial roles in facilitating collaboration, curriculum transformation, and knowledge dissemination across borders. Furthermore, the study highlights the impact of globalization and digitalization in expanding access to Islamic knowledge while simultaneously introducing challenges related to institutional autonomy and resource disparities. By mapping these relationships conceptually, this research contributes to a deeper understanding of how Islamic education networks evolve within a globalized context. It also provides insights into policy development and institutional strategies to strengthen collaboration, promote moderation, and enhance the global competitiveness of Islamic education in Southeast Asia.
Enhancing Elementary Students’ Mathematics Achievement through CTL and Musi Board Media: A Quasi-Experimental Study Rudi Susanto; Edi Harapan; Mery Novianti
Sustainable Vol. 9 No. 2 (2026): July - December 2026 In Press
Publisher : Lembaga Penjaminan Mutu, IAIN Syaikh Abdurrahman Siddik Bangka Belitung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32923/3w0s8f84

Abstract

This study aims to examine the effect of Contextual Teaching and Learning (CTL) combined with Musi Board media on fourth-grade students’ mathematics achievement. The research employed a quantitative approach using a quasi-experimental design with a nonequivalent control group. The sample consisted of two groups: an experimental group taught using the CTL model with Musi Board media and a control group taught using conventional methods with Musi Board media. Data were collected through a mathematics achievement test administered as a pre-test and post-test. The data were analyzed using descriptive and inferential statistics, including normality, homogeneity, and an independent samples t-test. The results showed that students in the experimental group demonstrated a significant improvement in learning outcomes, with the mean score increasing from 49.8 (pre-test) to 72.5 (post-test), compared to the control group, which improved from 49.5 to 65. The t-test analysis indicated a significant difference between the two groups (p < 0.05), confirming the effectiveness of the CTL model. The findings suggest that integrating contextual learning with instructional media enhances students’ engagement, conceptual understanding, and overall mathematics achievement. Therefore, CTL combined with Musi Board media can be considered an effective instructional strategy in elementary mathematics education.
Enhancing Speaking Skills Through Code-mixing and Code-Switching in Madurese Context Achmad Syarofi Al-furqon; Jaftiyatur Rohaniyah; Beny Hamdani
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: 10.32923/2mn9g897

Abstract

Teaching English to students who don't get much exposure to English as a foreign language and still mostly speak their native language, such as Madurese, presents some difficulties and challenges. This study investigates the effectiveness of a teacher's intentional code-mixing and code-switching strategies in an English as a Foreign Language (EFL) on Madurese. Using quantitative research with the pre-experimental design (one group pretest and posttest), the research was conducted in the first semester of the Faculty of Sharia and Economic Islami of Universitas Annuqayah Guluk-Guluk Sumenep. Data were collected from score pre-and post-tests of the students through speaking proficiency. From a one-sample t-test, it showed that there is a significant mean difference between pre-test and post-test in speaking proficiency, and the students' speaking scores are statistically significantly different after the intervention. This finding suggests that the intervention of code-mixing and code-switching by the teacher had a significant positive effect on the students' speaking skills, indicating a large effect as calculated by Cohen's d. The strategic use of code-mixing and code-switching is a powerful pedagogical tool that provides both cognitive scaffolding and affective support. The improvement happens by adopting a nuanced teaching approach that leverages students' native language as a valuable resource to overcome linguistic and psychological barriers in EFL learning.
Digital Transformation in Islamic Religious Education: Opportunities, Challenges, and Strategic Solutions Ari Koswara; Darmanto; Indah Wigati; Suhadi
Sustainable Vol. 9 No. 2 (2026): July - December 2026 In Press
Publisher : Lembaga Penjaminan Mutu, IAIN Syaikh Abdurrahman Siddik Bangka Belitung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32923/2br4mg47

Abstract

The rapid advancement of digital technologies has fundamentally transformed educational practices, particularly in Islamic Religious Education (PAI), where technology integration must balance pedagogical innovation with moral and spiritual values. This study explores digital transformation in PAI learning by reviewing and synthesizing relevant scholarly literature published between 2020 and 2025. Drawing on peer-reviewed journal articles, conference proceedings, and academic publications sourced from Google Scholar and nationally accredited journals, the review focuses on themes of digital pedagogy, teacher competence, ethical considerations, and the application of the TPACK framework in value-based education. The synthesis highlights three key dimensions: (1) opportunities, where technology enhances learning accessibility, student engagement, and instructional personalization through interactive media and digital platforms; (2) challenges, including infrastructural limitations, varying levels of teacher digital competence, and ethical concerns regarding content authenticity and data privacy in religious contexts; and (3) strategic solutions, emphasizing continuous TPACK-based professional development, the creation of religiously aligned digital content, and supportive institutional policies. This review contributes a conceptual understanding of how digital transformation can be sustainably integrated into PAI, underscoring that successful implementation requires holistic alignment of technology, pedagogical competence, ethical governance, and systemic support. The findings offer practical recommendations for educators 
Exploring the Use of Interactive Digital Media Applications to Enhance Literacy and Numeracy Skills in Elementary Education Alda Permatasari; Annasriyah Masfufah; Margaretha Herlin Pratiwi; Novi Lestari; Selly Noverina; Yulita Devi Utami; Dian Nuzulia Armariena; Mega Prasrihamni
Sustainable Vol. 9 No. 2 (2026): July - December 2026 In Press
Publisher : Lembaga Penjaminan Mutu, IAIN Syaikh Abdurrahman Siddik Bangka Belitung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32923/c5ncx269

Abstract

This study aims to explore the use of interactive digital media applications to enhance literacy and numeracy skills in elementary education. Employing a qualitative descriptive approach, the research was conducted at SD Negeri 48 in Palembang City, Indonesia, involving teachers and students actively engaged in digital-based learning. Data were collected through classroom observations, semi-structured interviews, and documentation, and analyzed using an interactive model consisting of data reduction, data display, and conclusion drawing. The findings reveal that the integration of interactive digital media improves students’ literacy skills, including reading comprehension, vocabulary acquisition, and writing ability, as well as numeracy skills such as problem-solving, calculation, and data interpretation. In addition, the use of digital applications increases student engagement, motivation, and participation during the learning process. However, the implementation faced key challenges, primarily limited technological infrastructure and varying levels of teachers’ digital competence, alongside disparities in students’ digital literacy. Supporting factors such as teacher innovation, school support, and parental involvement were found to play a crucial role in mitigating these obstacles. The study concludes that interactive digital media holds strong potential to enhance learning outcomes in elementary education when supported by adequate infrastructure, targeted capacity building, and collaborative efforts among stakeholders.
Organizational Conflict Management Model in the Development of Islamic Educational Institutions Romat Efendi Sipahutar; Devi Syukri Azhari
Sustainable Vol. 9 No. 2 (2026): July - December 2026 In Press
Publisher : Lembaga Penjaminan Mutu, IAIN Syaikh Abdurrahman Siddik Bangka Belitung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32923/rkxe3947

Abstract

This study aims to analyze and formulate an organizational conflict management model tailored to the development of Islamic educational institutions. Employing a qualitative field research design conducted over a period of eight months (March–October 2024), data were collected through in-depth interviews with 18 participants (comprising 4 institutional leaders, 8 educators, and 6 administrative staff), participant observation, and documentation. The study site was selected purposively, with data analyzed using Miles and Huberman’s interactive model and validated through source, technique, and time triangulation. The findings reveal that organizational conflicts primarily originate from perceptual discrepancies, ineffective communication, inequitable task distribution, and non-adaptive leadership styles. Conflict management is systematically executed through identification, factual clarification (tabayyun), deliberative consultation (musyawarah), leadership mediation, joint decision-making, and continuous evaluation. Crucially, these processes are deeply anchored in Islamic ethical principles, including justice, brotherhood (ukhuwah), and reconciliation (ishlah). The research successfully develops a collaborative-participatory conflict management model that actively involves all stakeholders in crafting win-win solutions while preserving moral and spiritual integrity. The study concludes that integrating modern managerial frameworks with Islamic values significantly enhances organizational harmony, elevates institutional performance, and fosters sustainable development in Islamic educational settings. Consequently, implementing a structured, value-based conflict management system is imperative for institutional leaders to effectively navigate organizational dynamics, transform potential friction into constructive innovation, and continuously improve educational quality in contemporary contexts.
Leadership Communication in Fostering Relationships with the Academic Community at Al-Washliyah University Medan Umi Kalsum; Rini Dewi Andriani; Rahayu Pohan; Wulandari Intan; Devi Syukri Azhari
Sustainable Vol. 9 No. 2 (2026): July - December 2026 In Press
Publisher : Lembaga Penjaminan Mutu, IAIN Syaikh Abdurrahman Siddik Bangka Belitung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32923/qr72g359

Abstract

Leadership communication plays a pivotal role in shaping trust, collaboration, and institutional cohesion within higher education environments. This study investigates how leadership communication practices are implemented to foster relationships among the academic community at Al-Washliyah University Medan. Employing a qualitative descriptive design, data were gathered through in-depth interviews, direct observations, and document analysis involving university leaders, lecturers, administrative staff, and students selected via purposive sampling. The data were analyzed using an interactive model comprising data reduction, data display, and conclusion drawing. Findings indicate that effective leadership communication is characterized by transparency, dialogic engagement, empathy, and behavioral consistency. Leaders who actively utilize both formal and informal channels, supported by digital platforms, successfully cultivate a participatory culture and strengthen relational trust. However, persistent hierarchical norms, underdeveloped feedback mechanisms, and occasional misalignment between communicated policies and institutional actions remain significant barriers. The study concludes that leadership communication extends beyond mere information dissemination, functioning as a dynamic relational process that directly influences organizational climate and stakeholder engagement. Enhancing communication effectiveness requires not only the development of leaders’ interpersonal competencies but also structural reforms that institutionalize transparency, inclusive dialogue, and responsive feedback systems. These insights offer practical guidance for higher education administrators seeking to build resilient, collaborative, and sustainable academic communities.

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