Dinamika Ilmu

Disability, Education and Psychology: Psychological Dynamics in Individual Development and Education Process

2025-09-07T16:21:01+08:00

The relationship between disability, education, and psychology plays a crucial role in the academic, social, and emotional development of individuals. Disabled individuals face various challenges in education, such as low self-confidence, social isolation, learning difficulties, and peer bullying. An inclusive and supportive education system can enhance their academic success and psychological well-being. This study explores the psychological and pedagogical challenges faced by disabled individuals in education, focusing on issues such as lack of self-confidence, fear of failure, and social adaptation difficulties. Additionally, it examines the impact of inclusive education policies and psychological support programs, including cognitive-behavioral therapy, group therapy, and social support mechanisms, on the academic and psychosocial development of disabled students. The research adopts a qualitative approach, utilizing literature review and case analysis to assess the effectiveness of psychological support mechanisms in inclusive education. Findings suggest that strengthening these mechanisms and promoting inclusive policies contribute to the better integration of disabled individuals into society. The study highlights the need for collaboration between teachers, families, and policymakers to ensure equal educational opportunities. The results provide insights for developing strategies to enhance the participation and success of disabled individuals in education.

Faith, Culture, and Technology in EFL Classrooms: Ethnographic Insights from Professional Learning Communities in Indonesian Islamic Schools

2025-09-20T21:10:01+08:00

Integrating Technological Pedagogical Content Knowledge (TPACK) in English as a Foreign Language (EFL) teaching necessitates striking a balance between global educational innovations and local cultural and religious contexts. This ethnographic study examines how faith-based values and cultural norms influence the integration of TPACK among EFL teachers in the Professional Learning Communities (PLCs) of Indonesian Islamic schools. Using a multidisciplinary framework combining educational technology, sociocultural theory, and religious studies, the research addresses: (1) How do faith and culture shape teachers’ TPACK practices? (2) What challenges and opportunities arise in aligning technology with Islamic educational values? (3) How do PLCs help or hinder culturally responsive TPACK development? Data were collected through classroom observations, field notes, photo voice, and school documents. Findings indicate that religious and cultural commitments influence technology adoption and enhance lesson relevance by connecting to students' experiences. PLCs provide collaborative spaces to address value-based concerns, share strategies, and co-create approaches that ensure teaching effectiveness and cultural and religious consistency. The study highlights the need for context-sensitive professional development to facilitate the sustainable integration of technology in EFL settings.

The Integration of Islamic and General education to Enhance student’s religious character at MTs in East Borneo

2025-11-04T17:05:13+08:00

This study investigates the integration of Islamic and general education at three State Islamic Junior High Schools (MTs Negeri) in East Kalimantan; MTs Negeri 1 Balikpapan, MTs Negeri 1 Paser, and MTs Negeri 1 Kutai Kartanegara, to analyze the forms, processes, and impacts. Employing a qualitative methodology with a multi-site case study and phenomenological approach, data were collected through outdoor-indoor class observations, interviews with 13 teachers including principals, curriculum developers, and subject teachers, as well as document analysis of teaching modules, the Adiwiyata module, and the P2RA module. The integration was manifested in three main forms; curricular integration, by linking themes of aqidah akhlak into general subjects through teaching modules; social program integration, such as Adiwiyata; and the P2RA program. This process was framed within the Merdeka Curriculum by operationalizing the paradigm of integration-interconnection of knowledge and implemented through project-based learning aligned with multiple intelligences, enabling students to internalize values cognitively, affectively, and psychomotorically through diverse activities. Evaluation was conducted comprehensively, covering cognitive aspects (tests), affective aspects (attitude observation), and psychomotor aspects (practical performance). The integration also strengthens students’ religious character through behavioral transformation, deeper appreciation of values, and the ability to internalize them in both the educational environment and daily life. The noble character was developed through strategies of habituation, reflection, role modeling, and environmental support. The integration of Islamic and general education is not merely theoretical but also could be applied as a practical model for shaping a generation that excels academically while maintaining strong religious character.