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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 485 Documents
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Integrative Learning Strategy of Islamic Religious and Vocational Education in Forming Religious Character at Diponegoro Vocational School, Jombang Lakszuardi Amartya Rahardian; Dwi Fitri Wiyono; Dian Mohammad Hakim
Abjadia : International Journal of Education Vol 11, No 3 (2026): Abjadia
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/abj.v11i3.44870

Abstract

The growing demand for vocational graduates who possess both technical competence and moral integrity requires a learning model that integrates Islamic Religious Education (IRE) with vocational subjects. However, empirical evidence regarding the institutional implementation of such integration in vocational schools remains limited. This study investigates the planning, implementation, and evaluation of an integrated IRE–vocational learning strategy for fostering students' religious character at SMK Diponegoro Jombang. Employing a qualitative approach with an exploratory descriptive case study design, data were collected through systematic observations, document analysis, and semi-structured in-depth interviews with school leaders, IRE and vocational teachers, guidance counselors, and students. Data were analyzed using an interactive model of data reduction, data display, and conclusion drawing, with trustworthiness ensured through prolonged engagement, data saturation, and methodological and source triangulation. The findings reveal three interrelated dimensions of the integrative strategy: first, collaborative planning established through cross-disciplinary curriculum alignment, students' needs assessments, and institutional consensus; second, implementation that embeds religious values into classroom instruction, vocational workshops, habituation programs, teacher modeling, and spiritually oriented counseling; and third, evaluation employing authentic behavioral assessments, continuous reflection, and restorative interventions over punitive discipline. These interconnected practices successfully embedded honesty, responsibility, discipline, and Islamic work ethics into vocational learning. This study proposes an institutional model demonstrating that sustainable collaboration, a religious school culture, authentic assessment, and holistic governance are critical for developing vocational graduates who are professionally competent and spiritually integrity-driven.
Analysis of Teachers' Learning Approaches at Daarul Ukhuwwah Putri 1 Islamic Boarding School in The Perspective of Yong Zhao's 21st Century Learning Theory Maryam Pakaya; Elma Toino; Wardiansyah Putra A Sanur; Kiki Rizki Wulandari
Abjadia : International Journal of Education Vol 11, No 3 (2026): Abjadia
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/abj.v11i3.37619

Abstract

The transformation of 21st-century learning encourages educational institutions, including Islamic boarding schools, to develop learning approaches that are not only oriented toward material mastery but also foster creativity, active student involvement, and student-centered learning. This study aims to analyze teachers' learning approaches at the Daarul Ukhuwwah Putri 1 Islamic Boarding School from the perspective of Yong Zhao's 21st-century learning theory. The research uses a qualitative approach with a case study design. Data were obtained through in-depth interviews with teachers as the main informants, non-participatory classroom observations of the learning process, and semi-structured interviews with students as a form of triangulation. The analysis focused on the three dimensions of Yong Zhao's theory, namely student engagement, creativity, and personalized learning. The results showed that students' active involvement was fostered through quizzes, educational games, sharing activities, and two-way communication during the learning process. Teachers' creativity is reflected in their ability to integrate lecture methods with various interactive activities, making learning more engaging without compromising the educational characteristics of Islamic boarding schools. Meanwhile, personalized learning is achieved through re-explaining the material, providing opportunities for questions, offering learning assistance, and forming study groups tailored to student needs. This study concludes that the implementation of Yong Zhao's 21st-century learning theory in the pesantren environment is better understood as a pedagogical adaptation rather than a comprehensive learning change. These findings show that 21st-century learning values can be contextually integrated with the characteristics of pesantren education through pedagogical innovations that still maintain Islamic educational culture and values.
Internalization of Religious Values Through Al-Qur’an Literacy at Madrasah Tsanawiyah An-Nur Atari Jaya Fahmi Rosyidah; Mujiburrohman Mujiburrohman
Abjadia : International Journal of Education Vol 11, No 3 (2026): Abjadia
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/abj.v11i3.45096

Abstract

Religious education in madrasahs plays a vital role in fostering students’ character, spiritual awareness, and moral behavior. One of the strategies implemented to strengthen religious values is the habituation of Al-Qur’an literacy activities before classroom learning. This study aims to analyze the process of internalizing religious values through Al-Qur’an literacy at Madrasah Tsanawiyah An-Nur Atari Jaya. This research employed a qualitative case study approach. Data were collected through observations, semi-structured interviews, and documentation involving the head of the madrasah, Islamic Education teachers, homeroom teachers, and students. Data were analyzed using the interactive model of Miles, Huberman, and Saldaña, consisting of data condensation, data display, and conclusion drawing. The findings reveal that Al-Qur’an literacy functions not only to improve students’ Qur’anic reading competence but also to cultivate religious awareness, discipline, responsibility, and respectful behavior through continuous habituation. The internalization process occurred through the stages of value transformation, value transaction, and trans internalization. The trans internalization stage was reflected in students’ consistent participation in Qur’anic literacy activities, increased self-discipline, stronger responsibility in carrying out religious routines, and more respectful attitudes toward teachers and peers. This study concludes that Al-Qur’an literacy serves as an effective strategy for strengthening religious character education through continuous habituation, supported by a positive religious school culture.
Integrating Digital Videowall in Early Childhood Education: Pedagogical Strategies and Challenges in Letter and Number Recognition Ghaitsa Naia Ramadhani; Muhammad Guruh Nuary; Iman Nurjaman
Abjadia : International Journal of Education Vol 11, No 3 (2026): Abjadia
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/abj.v11i3.44606

Abstract

The integration of digital technology into early childhood education has created opportunities to transform conventional learning into more interactive and meaningful experiences. However, previous studies have predominantly examined digital applications, educational games, and audiovisual media, while limited attention has been given to the pedagogical use of digital videowalls in supporting early literacy and numeracy development. This study aims to explore teachers' pedagogical strategies in introducing letters and numbers through a digital videowall and to identify the challenges encountered during its implementation in early childhood classrooms. A descriptive qualitative approach was employed at TK Negeri Pembina Ciledug, Indonesia. Data were collected through classroom observations, semi-structured interviews with the principal and classroom teachers, and documentation. Data validity was ensured through source triangulation, while the data were analyzed using the stages of data reduction, data display, and conclusion drawing. The findings reveal that the videowall supports children's engagement through interactive visual activities, enables teachers to implement more child-centered instructional strategies, and facilitates letter and number recognition by integrating images, animations, sounds, and educational games. The main challenge identified is the limited availability of videowall facilities, requiring teachers to apply effective classroom management and rotational learning strategies. These findings contribute to the growing literature on digital pedagogy in early childhood education by highlighting the importance of combining technological innovation with appropriate instructional practices to enhance children's early literacy and numeracy learning experiences.
Developing Qurban Explorer: An Android-Based Interactive Application to Enhance Religious Literacy in Islamic Religious Education Linda Dwi Novita Wardani
Abjadia : International Journal of Education Vol 11, No 3 (2026): Abjadia
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/abj.v11i3.38995

Abstract

The development of digital technology demands innovative learning media that can bridge the needs of 21st-century learners. Islamic Religious Education, particularly the topic of Qurban, is still largely delivered conventionally, making it less engaging and suboptimal in enhancing religious literacy and understanding the meaning of Qurban. This study aims to develop and test the effectiveness of the Qurban Explorer application as an interactive learning media to improve student learning outcomes, motivation, and engagement. This research employs a research and development (R&D) method using a simplified Borg and Gall model with five stages: (1) drafting the product, including Qurban materials, learning videos, concept maps, Qurban Adventure, quizzes, games, and a digital dictionary of Qurban terms; (2) validation by subject matter and media experts; (3) prototype development; (4) limited testing in two fifth-grade classes at SDN 1 Jenangan (experimental and control classes); and (5) final product refinement. The research design uses a pretest–posttest control group design. Research instruments include validation questionnaires for media and subject matter experts, user experience questionnaires, and student creativity questionnaires. The validation results indicate that the media falls into the “very feasible” category, with a feasibility percentage of 89% from subject matter experts and 87% from media experts. Field testing results showed an improvement in student understanding, with average post-test scores higher than pre-test scores. This Android-based application is considered effective, engaging, and facilitates independent and interactive learning. Therefore, Qurban Explorer is deemed feasible, practical, and effective as a learning media for Islamic Religious Education on Qurban, and it is relevant to the demands of 21st-century education.

Page 49 of 49 | Total Record : 485

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