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Abjadia, International Journal of Education
Published by Universitas Islam Negeri Maulana Malik Ibrahim Malang
ISSN : 25283979     EISSN : 24430587     DOI : -
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Other
ABJADIA (e-ISSN: 2443-0587) is an international journal that aims to publish the results of research and technological innovation in the field of education, learning and training. ABJADIA target readers are scientists, academics and practitioners in the field of education.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 435 Documents
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Hybrid Financing Strategies for Financial Independence in Indonesian Public Universities: A Literature Review Rihadini Triyoga; Nur Izzatul Yazidah; Sulaiman Sulaiman; Henny Silvana Korompis; Widyatmike Gede Mulawarman; Mukhamad Nurhadi
Abjadia : International Journal of Education Vol 11, No 2 (2026): Abjadia
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/abj.v11i2.42166

Abstract

The transformation of higher education financing has become an important issue in modern university management. Public universities face increasing challenges due to rising operational costs and limited public funding. This study aims to analyze financing strategies that can be developed by public universities to enhance financial autonomy. The research employs a literature review approach by examining studies related to university funding, revenue diversification, and university–industry collaboration. The results indicate that financing strategies include revenue diversification, entrepreneurial university development, asset optimization, and strengthening university–industry collaboration. The literature synthesis further reveals that universities with diversified funding structures, stronger institutional governance, and broader industry collaboration tend to demonstrate greater financial resilience and managerial flexibility. The integration of these strategies leads to a hybrid financing model that supports the financial sustainability and financial independence of universities. This study contributes by proposing an integrative hybrid financing model for public universities.
Effect Of Teams Games Tournament (TGT) Cooperative Learning and Quartet Card Media on Elementary Students’ IPAS Learning Outcomes Any Widayati; Ninik Indawati; Ari Brihandhono
Abjadia : International Journal of Education Vol 11, No 2 (2026): Abjadia
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/abj.v11i2.41599

Abstract

This study aimed to analyze the effect of the Cooperative Learning model of the Teams Games Tournament (TGT) type and the use of quartet card media on the learning outcomes of fourth-grade students in science (IPAS) subjects, both partially and simultaneously. This study used a quantitative approach with a quasi-experimental design. The study population included all fourth-grade students of SD Negeri Gugus 01, Panggungrejo District, in the 2025/2026 academic year, totaling 120 students, with a sampling technique using total sampling. The experimental group consisted of 60 students who received treatment with the TGT model assisted by quartet card media, and the control group consisted of 60 students who received conventional learning. The data collection instrument was an IPAS learning outcome test that had been tested for validity (r 0.361) and reliability (KR-20 = 0.901). Data analysis techniques used inferential statistical tests, including normality tests, homogeneity tests, linear regression tests, and hypothesis tests with the help of SPSS 25. The results showed that (1) the TGT learning model had a significant effect on science learning outcomes with a regression coefficient of 1.546 and a significance value of 0.000 (0.05); (2) the use of quartet card media had a significant effect on science learning outcomes with a regression coefficient of 0.370 and a significance value of 0.000 (0.05); (3) simultaneously, the TGT learning model and the use of quartet card media had a significant effect on science learning outcomes with a calculated F value of 48.674 (p=0.000) and a coefficient of determination (R²) of 0.631, which means that both variables contributed 63.1% to science learning outcomes. The findings of this study prove that the application of a game-based cooperative learning model supported by interesting learning media can increase student involvement and science-learning outcomes. Therefore, the TGT learning model assisted by quartet card media is recommended as an alternative science learning strategy for elementary schools.
Digital Adaptation in Islamic Religious Education: A Comparative Case Study of University and Pesantren in Indonesia Afrizal Galela; Mohammad Asrori; M. Mujab
Abjadia : International Journal of Education Vol 11, No 2 (2026): Abjadia
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/abj.v11i2.37256

Abstract

Digital transformation presents a dualism of opportunities and challenges for the sustainability of Islamic Religious Education (PAI). This qualitative multiple-case study analyzes technology integration at the Islamic University of Malang (UNISMA) and Sabilurrosyad Islamic Boarding School. Data were gathered through in-depth interviews, observation, and documentation, then analyzed using the Miles, Huberman, and Saldaña interactive model. Findings show that UNISMA integrates technology via Learning Management Systems (LMS) to foster constructivist learning, while Sabilurrosyad adopts digital tools selectively to preserve ta'dib (moral discipline) and traditional values. This study demonstrates that effective PAI digitalization requires a synergy between technological utility and Islamic spirituality. Furthermore, it proposes an integration of the Technology Acceptance Model (TAM) with religious value dimensions and ta'dib principles as a theoretical framework for Islamic educational contexts. Ultimately, digital transformation in PAI must transcend instructional efficiency to actively reinforce the moral and spiritual dimensions of learners.
Qur'anic Language-Based Arabic Learning: A Qualitative Case Study at Markaz Al-Hijaz Jakarta Aflah Ulima Rusyda; Fairuz Subakir Ahmad
Abjadia : International Journal of Education Vol 11, No 2 (2026): Abjadia
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/abj.v11i2.42656

Abstract

Arabic language learning plays an important role in Islamic education as Arabic is the language of the Qur’an and Islamic sources of knowledge. The development of digital technology has also influenced Arabic language learning, including in online-based nonformal institutions. This study investigates how Qur’anic language-based Arabic learning is implemented and integrated into online Arabic instruction at Markaz Al-Hijaz Jakarta. Using a descriptive qualitative approach, data were collected through observation, interviews, and documentation involving five Arabic teachers from Indonesia and Saudi Arabia (n=5 teachers) and more than 200 learners from diverse educational and age backgrounds (n>200 learners). The findings show that learning activities are conducted online through Zoom and WhatsApp, enabling flexible participation from learners across different backgrounds. Qur’anic language is implemented through vocabulary, sentence structures, and expressions derived from Qur’anic texts to strengthen linguistic competence and religious understanding simultaneously. Online learning provides broader access and flexibility, although challenges remain, including limited interaction, differences in learners’ Arabic proficiency, and internet connectivity issues. This study concludes that Qur’anic language-based Arabic learning at Markaz Al-Hijaz Jakarta represents an integrative learning model that combines linguistic competence, religious values, and digital technology in contemporary Arabic language learning. The unique contribution of this study lies in highlighting how Qur’anic language can function as both a linguistic and spiritual foundation within online Arabic learning in nonformal educational settings.
Integrating Pedagogical Deep Learning in Islamic Education: A Systematic Literature Review Syalsa Nur Saputri; Abd. Madjid
Abjadia : International Journal of Education Vol 11, No 2 (2026): Abjadia
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/abj.v11i2.40175

Abstract

This study aims to analyze the effectiveness of the deep learning learning model in improving students' academic achievement in Islamic Religious Education (PAI) subjects. This research method is through the Systematic Literature Review (SLR) approach. A total of 1,512 articles from the Scopus, Google Scholar, Emerald, and Springer databases were selected using the PRISMA table, until 30 articles met the final criteria. The results of the study show that deep learning is able to strengthen conceptual understanding, learning motivation, student involvement, as well as critical thinking and problem-solving skills. The integration of digital technology plays a significant role in improving the prediction of academic achievement, personalization of learning, and the effectiveness of learning process evaluation. However, the application of deep learning is still influenced by the factors of teacher readiness, the availability of digital infrastructure, and the characteristics of students. The results of the study revealed that although this model offers great opportunities in PAI learning innovation in the digital era, there are challenges in the form of limited facilities and pedagogic competence of teachers. Overall, deep learning has the potential to be a transformative approach in improving the quality of PAI learning if applied supported by adequate learning.
Implementation of the 7P Marketing Mix for School Revitalization: A Case Study of Enhancing Competitiveness in Indonesia Public High School Rini Dwi Yuliani; Syawal Arifin; Nurlaili Nurlaili; Masrur Yahya; Descha Rahmadhani; Rinda Rinda; Dwi Nopriyanto
Abjadia : International Journal of Education Vol 11, No 2 (2026): Abjadia
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/abj.v11i2.42270

Abstract

This study aims to analyze the implementation of the 7P marketing mix as a school revitalization strategy to enhance competitiveness and increase student enrollment in an Indonesian public high school. This study addresses a gap in previous research, which tends to examine the 7P elements partially without linking them to school recovery from declining enrollment. A qualitative case study approach was employed to obtain an in-depth understanding of educational marketing practices in a real context. Data were collected through interviews, observations, and documentation, and analyzed using an interactive model consisting of data condensation, data display, and conclusion drawing. The findings indicate that prior to 2024, the school experienced a decline in student enrollment due to limited facilities, suboptimal promotion, and lack of program differentiation. However, after implementing an integrated 7P marketing mix strategy, the school showed a significant increase in student enrollment over the past two years. This improvement was driven by the development of flagship programs such as bilingual classes and greenhouse initiatives, enhancement of physical facilities, and the use of integrated digital and conventional promotion strategies. This study highlights that the novelty lies in demonstrating the 7P marketing mix as a comprehensive transformation strategy rather than merely a promotional tool. The findings imply that an integrated marketing approach effectively strengthens school image, increases public trust, and enhances institutional competitiveness.
Implementing Higher Order Thinking Skills (HOTS) in Arabic Language Learning: A Case Study on Critical Thinking Development at an Indonesian Islamic Junior High School Maulia Yasminah Zakiyyah; Maskud Maskud; Asep Maulana
Abjadia : International Journal of Education Vol 11, No 2 (2026): Abjadia
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/abj.v11i2.36091

Abstract

This study aims to examine the application of Higher Order Thinking Skills (HOTS) strategy in Arabic language learning at SMP Plus Darus Sholah Jember and its impact on the development of students' critical thinking skills. By using a qualitative approach and case study method, data were obtained through observation, interviews, and documentation. The results show that HOTS strategies are implemented through cooperative learning models, the use of interactive media such as Kahoot, Quizizz, and crossword puzzles, as well as group projects based on analysis and creation. This strategy succeeded in creating an active, collaborative, and fun learning atmosphere, which encouraged students to develop the ability to analyze, evaluate, and create new information in Arabic. Specifically, the findings reveal that students demonstrated improvement in analyzing simple Arabic texts, were able to formulate questions and arguments in Arabic during group discussions, and showed increased ability in creating short written compositions based on given themes. In addition, teachers play an active role in modifying teaching materials to fit the principles of HOTS, although the limited HOTS content in textbooks is a challenge. This study concludes that HOTS-based learning contributes greatly to forming students who think critically, creatively, and adaptively to global challenges. The results of this study are expected to be a reference for educators in designing Arabic learning strategies that are more relevant to the demands of the modern era.
Exploring Teaching Practices in Arabic Language Education: A Qualitative Case Study at an Indonesian Islamic Boarding School Muzakki Abdurrahman; Linura Tuada; Nurul Ilma; Sovia Fahraini; Hisbullah Huda
Abjadia : International Journal of Education Vol 11, No 2 (2026): Abjadia
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/abj.v11i2.41947

Abstract

Learning Arabic language is essential in Islamic and formal education, especially in institutions that aim to equip learners with linguistic ability and good character. Bilingual schools involve various factors in the teaching and learning process such as institutional policy, learners' background, and teaching approach. This study aims to examine the practice of Arabic language teaching and learning in SMP Bilingual Terpadu Krian Sidoarjo using a qualitative method. Classroom observations were conducted in 12 meetings over two months, followed by semi-structured interviews with one Arabic language teacher and five selected eighth grade students, as well as document analysis. The results indicate that Arabic language teaching practices apply a mixed instructional strategy combining direct explanation and interactive activities, which support both conceptual understanding and active student involvement. Student participation tends to be dynamic, influenced by lesson design, language proficiency, and self-confidence. The use of bilingual instruction helps students understand the material more easily; however, it may reduce exposure to the target language. Challenges include varying levels of student ability and inconsistent participation, while supporting factors include flexible teaching strategies, diverse techniques, and a positive classroom atmosphere. This study provides insights into Arabic language teaching practices in bilingual schools and highlights important considerations for improving effective teaching and learning processes.
The Effectiveness of SQ4R Model on Arabic Reading Skills: A Quasi-Experimental Study at an Indonesian Islamic High School Shery Fara Afifah; Danial Hilmi; Abdul Basid
Abjadia : International Journal of Education Vol 11, No 2 (2026): Abjadia
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/abj.v11i2.37007

Abstract

This study aims to determine the effectiveness of using the SQ4R learning model on the reading skills of students at MAN 2 Ponorogo. This study uses a Quasi Experimental Design with a Non-equivalent Control Group Design. The total sample consisted of 54 students and divided into two groups: an experimental group and a control group, each consisting of 27 students. Data collection was conducted through pretests and posttests. The results showed that the average pretest and posttest scores for the control group were 51.11 and 64.44, respectively, while those for the experimental group were 48.88 and 77.40. The experimental group’s N-Gain score of 60.6% (classified as moderately effective) was higher than the control group’s score of 27.4% (classified as ineffective). The results of the Independent Sample T-Test showed a significance value of 0.000 (< 0.05), indicating a significant difference between the two groups. The study concludes that the SQ4R learning model proved to be more effective than conventional learning in improving the Arabic reading skills of 11th-grade students at MAN 2 Ponorogo
A Conceptual Framework for Developing an Arabic Qawāʾid Curriculum Based on Cognitive Grammar Aufa Rahma; Firman Alamsyah; Nursyahidatul Urwati; Muhajir Muhajir
Abjadia : International Journal of Education Vol 11, No 2 (2026): Abjadia
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/abj.v11i2.42568

Abstract

Arabic qawāʾid learning in formal education remains predominantly influenced by rule-based approaches that emphasize memorization and formal grammatical accuracy rather than meaningful language use. This condition often separates grammatical structures from communicative contexts and learners’ cognitive processes, resulting in difficulties in applying grammatical knowledge in authentic communication. This study addresses the question of how Cognitive Grammar can provide a conceptual foundation for developing a more contextual and meaning-oriented Arabic qawāʾid curriculum. Using a literature study method with a descriptive-analytical approach, this study analyzes relevant works on Cognitive Grammar, Arabic grammar instruction, and curriculum development collected from academic books, journal articles, and related scholarly publications. The analysis focuses on identifying conceptual principles, curriculum components, and sequencing patterns relevant to Cognitive Grammar–based qawāʾid curriculum development. The findings show that a Cognitive Grammar–based curriculum positions grammar as a meaningful symbolic system grounded in cognition and usage-based language experience. The proposed framework integrates learning objectives, instructional materials, learning processes, evaluation, and sequencing within a coherent meaning-based system. In addition, qawāʾid content sequencing is organized based on meaning salience, usage frequency, prototypicality, and conceptual accessibility rather than formal grammatical complexity. The conceptual contribution of this study lies in offering an integrative framework that connects Cognitive Grammar principles with Arabic qawāʾid curriculum design in a systematic and pedagogically oriented manner. This study concludes that Cognitive Grammar provides a meaningful conceptual foundation for developing a more contextual, cognitively aligned, and communicative Arabic qawāʾid curriculum.

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