https://journal.uinsi.ac.id/index.php/bjie <p><strong>Borneo Journal of Islamic Education (<a href="https://issn.lipi.go.id/terbit/detail/1614153762">e-2775-6548</a>)&nbsp;</strong>&nbsp;is the Journal published by&nbsp;Faculty of Education and Teacher Training of UINSI Samarinda, Indonesia.&nbsp;It is a peer-reviewed open access journal in the fields of Islamic Education. The publication of an article in&nbsp;<strong>Borneo Journal of Islamic</strong><strong>&nbsp;Education</strong>&nbsp;is an essential building block in the development of a respected network of knowledge. It is a direct reflection of the quality of the work of the authors and the institutions that support them. Peer-reviewed articles support and embody the scientific method. It is important to agree upon standards of expected ethical behavior for all parties involved in the act of publishing: the author, the journal editors, the peer reviewers, and the publisher.&nbsp;The journal is published twice a year in June and December. It was firstly published in 2021.&nbsp;</p> <p>&nbsp;</p> en-US atika@uinsi.ac.id (Atika Muliyandari) ibnutamam31@gmail.com (Badrud Tamam) Sun, 31 May 2026 20:32:35 +0800 OJS 3.1.1.0 http://blogs.law.harvard.edu/tech/rss 60 https://journal.uinsi.ac.id/index.php/bjie/article/view/13330 <p>School environment quality is widely believed to influence students' cognitive development, yet studies integrating Bronfenbrenner's microsystem framework with Bloom's Taxonomy remain scarce. This study examined the correlation between school environment quality, operationalized through physical classroom conditions, teacher–student relations, peer relations, and learning climate, and students' cognitive processes across six Bloom's Taxonomy levels. A quantitative correlational survey design was applied to 173 female students from an integrated Islamic institution spanning junior and senior high school, selected through proportionate stratified random sampling. A 48-item Likert-scale instrument was analyzed using Pearson correlation and multiple linear regression. Results showed a significant positive correlation between school environment and cognitive processes (r = .306, p &lt; .001). The teacher–student relationship was correlated significantly with all six Bloom levels and was the only significant individual predictor in regression (β = .336, p = .001), with the model explaining 13.3% of variance. This study concludes that teacher–student relations emerged as the most consistently associated with microsystem component for students' cognitive processes across all Bloom's Taxonomy levels, showing stronger associations than physical conditions and classroom climate.</p> Ali Masdar Fahim, Intan Karisma, Abdul Kholiq, Abdurrahman Abdurrahman ##submission.copyrightStatement## https://journal.uinsi.ac.id/index.php/bjie/article/view/13330 Sun, 31 May 2026 00:00:00 +0800