DINAMIKA ILMU (P-ISSN: 1411-3031; E-ISSN: 2442-9651) is a Multiculturally Responsive Education Journal published by Faculty of Education and Teacher Training of State Islamic University Sultan Aji Muhammad Idris Samarinda (Fakultas Tarbiyah dan Ilmu Keguruan, Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda). It is an online academic journal that adheres to the highest standards of peer review and focuses on the issues dealing with education, and is adapted to diverse cultures in education from anywhere in the world. The journal is published twice a year; June and December DINAMIKA ILMU with ISSN 1411-3031 (printed) and ISSN 2442-9651 (online) is accredited by the Indonesian Ministry of Higher Education with the Decree Number 295/C/C3/KPT/2026 which is valid for five years since enacted on Volume 25 Number 1, 2025 to Volume 29 Number 2, 2029.
Fakultas Tarbiyah dan Ilmu Keguruan, Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda
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Caught between Risks and Pleasures: Children’s Digital User Profiles, Their Right-Based Experiences and Self-Rights Awareness in Digital Media Areas in the Light of Multicultural Children’s Human Rights Education
This study investigates the digital user profiles of children, rights-based experiences, and their awareness of digital rights within the framework of the UN Committee on the Rights of the Child’s General Comment No 25. Highlighting the paradoxical position of children as a unique yet underappreciated user group, the research also explores how digital environments impact their well-being and best interests, and why children’s human rights education, suitable for multiculturalism, is important in the digital age. The research data were collected from 1430 children's open-ended questionnaires and one-on-one interviews. The findings reveal that children primarily access digital platforms through tablets and phones, spending one-third of their daytime hours on gaming, entertainment, and social interaction. Emotionally, these experiences oscillate between intense pleasure and anger. While children demonstrate a protective stance toward personal data and recognize the benefits of digital tools for education, communication, and freedom of expression, they face significant risks regarding exposure to violent, sexual, and commercial content. Crucially, the current study identifies a gap in children’s awareness of their digital rights, with many reporting frequent violations through cyberbullying and harassment. The results indicate a disconnect between children's digital user tendencies and their rights awareness, underscoring an urgent need to integrate digital literacy and children’s rights education in digital areas, grounded in intercultural sensitivity, to better protect their interests in an increasingly digitized society.
multicultural children’s rights-education
Adab as an Operational Pedagogical Principle: Intercultural Alignment in Arabic Language Teaching at a Tahfīẓ Pesantren in West Java, Indonesia
Adab, the Islamic ethical orientation governing the conduct of knowledge, functions as an operational pedagogical principle shaping Arabic language teaching in a tahfīẓ pesantren in West Java, Indonesia. Using a qualitative case study design, the research was conducted at a purposively selected institution in which Qur’anic memorization constitutes the primary educational commitment. Participants included one institutional leader, two Arabic language teachers, and fourteen students distributed across junior and senior learning groups. Data were generated through 12 structured classroom observation sessions, semi-structured individual interviews, and institutional document analysis; thematic analysis, following Braun & Clarke’s (2006) six-phase procedure, yielded three analytical themes mapped directly to the three research questions. The findings demonstrate that Adab is not merely a background value but is explicitly invoked as a principle governing real-time instructional decisions, including lesson scope, pacing calibration, and the management of cognitive demands relative to students’ memorization responsibilities. At the junior level, Adab-oriented restraint manifests through visual scaffolding, tikrār (repetition-based memorization practice), and intensive teacher mediation; at the senior level, it shapes the integration of classical grammatical traditions with analytical textual interpretation. Framed through intercultural education theory (Bennett, 1993, 2017; Byram, 1997, 2021; Holliday, 2011; Kramsch, 1993, 2021), these instructional adaptations are theorized as intercultural pedagogical alignment — teachers’ principled, culturally informed negotiation between communicative language pedagogies and the institution's memorization-centered learning culture. Three specific contributions are advanced: (1) an empirical account of Adab as documentable classroom-level practice rather than abstract norm; (2) the concept of intercultural pedagogical alignment as a new analytical category for value-oriented educational settings; and (3) a reinterpretation of the absence of Arabic immersion environments as a cognitively rational, ethically grounded institutional choice.
Arabic Teaching; Tahfīẓ Pesantren; Adab-Based Education; Classroom Practices; Intercultural Education
Integrating Ecotheology into Islamic Education: A Multicultural Perspective Study among Kindergarten Students
This study examines the integration of ecotheology in early childhood Islamic education through a multicultural perspective at Al-Hikmah Kindergarten, Samarinda, East Kalimantan. The study is based on the view that the ecological crisis is not only related to physical environmental damage, but also reflects a lack of ethical, spiritual, social, and cultural awareness in caring for nature. This research employs a case study qualitative design. Data were collected through classroom observations, semi-structured interviews with the principal and Islamic education (PAI/IMTAQ center) teachers, as well as documentation including lesson plans, school programs, and child development assessment formats. The observation subjects were 17 kindergarten B students aged 5–6 years. The findings show that ecotheological values””such as tauhid (oneness of God), khalifah (stewardship), amanah (trust), mizan (balance), rahmah (compassion), and cleanliness ethics””are integrated through prayers, illustrated stories, visual media, IMTAQ center activities, role modeling, habits such as handwashing, proper waste disposal, plant care, outdoor activities, and cultural practices. The school’s proximity to the Mahakam River and Kampung Ketupat provides concrete ecological and cultural learning spaces, while the students’ multicultural backgrounds strengthen cooperation, tolerance, mutual assistance, and respect for diversity. This article emphasizes that integrating ecotheology in early childhood Islamic education should be concrete, enjoyable, contextual, and inclusive, enabling children to recognize nature as God’s creation, care for the environment, use resources wisely, and live harmoniously in a diverse society.
Ecotheology; Islamic Education; Multicultural Education; Kindergarten Children; Environmental Awareness
Emotions and Emotion Regulation in Indonesian Islamic Schools: A Qualitative Phenomenological Study of EFL Students’ Lived Experiences across Intercultural Contexts
Emotions matter in English as a Foreign Language (EFL) learning because they shape how students participate, persist, and respond to classroom demands. Although emotion regulation has received growing attention in language education, little is known about how students in Indonesian Islamic schools describe and manage their emotions in everyday English lessons. This gap is important. When models developed mainly in Western psychological traditions are applied without cultural reading, students’ silence, hesitation, or restraint can easily be mistaken for low motivation or weak ability. In an Islamic-Indonesian school context, the same responses may also be connected with patience, modesty, face-saving, respect for others, or the wish to keep classroom harmony. Using a qualitative phenomenological design, this study explored the emotional experiences and emotion regulation strategies of 67 students from two Islamic high schools in East Kalimantan, Indonesia. Data were gathered through open-ended questionnaires and two focus group discussions involving 20 selected students, and were analysed thematically. The findings show three intertwined emotional patterns: enjoyment, confidence, and motivation; anxiety, confusion, boredom, and fear of making mistakes; and fluctuating or neutral emotional states. Students most often used cognitive reappraisal (n = 25) and expressive suppression (n = 13), but they also reported more practical strategies, including deep breathing, peer talk, goal reminders, resting, drawing, asking questions, and silent self-composure. These findings suggest that emotion regulation in Islamic EFL classrooms is not only an individual cognitive process. It is also embodied, social, and shaped by local cultural expectations. The study therefore calls for EFL classrooms where teachers read students’ silence and hesitation carefully, reduce the social risk of error, and support emotional well-being through culturally responsive pedagogy.
Promoting Islamic Education within Multicultural Brunei Society Following the Implementation of the Shariah Law in 2013
The Syariah Penal Code Order, 2013 (SPCO 2013) has formally become the law of Brunei Darussalam, with its first phase of implementation commencing on 1st May 2014. This paper aims to explore the impact of SPCO 2013 on Islamic Education in Brunei. Therefore, this study discusses the Brunei education system prior to and since the implementation of the SPCO 2013 and aims to provide a critical analysis of the action taken by the Brunei government to bring about changes in both its secular and religious schools. Mixed methods research is used to make more rigorous inferences about the research problems. Interviews have been conducted with the respective government officers for data collection. The data were collected and then analyzed using the thematic analysis technique, followed by descriptive quantitative analysis. The findings of this study indicate that the SPCO 2013 has had a significant impact on the Brunei Education Curriculum in both of its Public Schools and Religious Schools. Therefore, the findings conclude that curriculum revision was crucial to ensure that it was in line with Islamic teachings and did not contain any elements that contradicted Shariah law, and this also helps to promote awareness and avoid misconception of the SPCO 2013 among non-Muslim students who are an integral part of the Brunei society.
From the Camps to the Campus: Refugees’ Narratives of Resilience and Multicultural Inclusion in Higher Education
This study explores the experiences of eight refugee students in higher education, specifically in a private American college in Greece. A qualitative narrative approach was used to understand the students’ personal stories through in-depth semi-structured interviews. The data were examined through thematic analysis, which generated several central themes, including stability and citizenship, financial and language barriers, racism, bias and discrimination, and feelings of belonging or exclusion. The findings show that refugee students’ participation in higher education was shaped by legal uncertainty, limited financial resources, language demands, missing academic documents, and the emotional burden of displacement. At the same time, their narratives revealed strong resilience, self-determination, and hope, as higher education helped them rebuild a sense of identity, imagine better futures, and position themselves as potential contributors to their families and communities. Therefore, this study does not only highlight the difficult route from forced migration to academic participation, but also challenges deficit views of refugees by showing their agency, strength, and capacity to learn, adapt, and transform their lives through education.
Perceptions and Dominant Factors of Blooket as a Game-based Learning Tool among Vietnamese Non-English Majored Students
This study examines Vietnamese non-English major students' perceptions of Blooket, a game-based learning tool for English language education. Using a mixed-methods approach based on Asniza et al.'s (2021) framework, researchers collected survey data and conducted interviews to assess factors affecting student engagement. Quantitative results identified classroom control and time allocation as primary influential factors, with peer interaction and class size having moderate impact. Qualitative findings revealed students preferred blended learning approaches that integrate Blooket with traditional teaching methods. Students valued Blooket for enhancing engagement and motivation but expressed concerns about its limited ability to reinforce knowledge and its varying effectiveness across learning contexts and individual preferences. The study emphasizes that while game-based tools can improve engagement, their implementation requires careful consideration of both pedagogical and logistical factors. For optimal outcomes, educators should adopt a balanced approach that integrates digital tools with traditional methods while accounting for student preferences, classroom dynamics, and content requirements.
Intercultural Learning: Teachers' Perspectives on the Influence of Intercultural Education on Students' Competence
Intercultural education is an important dimension for both teachers and students in their personal and professional development. This research explored the primary school teachers’ views on how intercultural education shapes students' intercultural competence. A 12-item scale from BedekoviÄ‡’s (2011) Survey Questionnaire (SQ) was administered to 217 primary school teachers in the Republic of North Macedonia. Statistical analyses using T-tests and ANOVA revealed significant differences in teachers' perceptions based on school structure, gender, teaching experience, prior intercultural education and education level. Based on these findings, intercultural education should be further integrated into curricula to enhance students' intercultural competence and better equip teachers for diverse classrooms.
Internalizing Multicultural and Intercultural Values of Religious Moderation through Islamic Education to Strengthen National Character
This study analyzes the process of Islamic religious education learning in internalizing religious moderation values at SMK Al-Falah Nagreg, Bandung Regency. The research employs a qualitative approach with a descriptive case study design. Data were collected through participatory observation, in-depth interviews with five Islamic religious education teachers and fifteen students, and curriculum document analysis. The findings suggest that value internalization was facilitated through an inclusive curriculum approach, interactive experiential learning methods, and an authentic evaluation system focused on attitudes. A key finding reveals that the school environment, integrated with a pesantren (Islamic boarding school), creates a unique ecosystem where moderation values are not only taught but also lived in daily interactions. The study concludes that holistic, contextual learning in Islamic religious education can serve as an effective model for shaping a tolerant and inclusive national character. Research implications include recommendations for developing teacher-training modules based on interfaith dialogue and for more systematically integrating moderation values into the Merdeka Curriculum.
Pragmatic Inclusion as Maintenance Agency: How Indonesian Elementary Teachers Sustain Inclusive Education without Special Education Teachers
Various challenges encountered in implementing inclusive education policies in Indonesia stem from a mismatch between the policies and available resources. This study seeks to explain how classroom teachers negotiate inclusive education in resource-constrained Indonesian elementary schools by examining their diagnostic practices, adaptive pedagogical strategies, and enactment of maintenance agency in the absence of special education teachers at the Garut Integrated Islamic Elementary School. The research method used in this study is a qualitative case study to capture the complex dynamics. For data collection, the researchers used in-depth interviews, observations, and reviewed some documents such as lesson plans and student assignments. The researchers selected three classroom teachers as participants for the sample. Each teacher had five years of experience in an inclusive school, although without formal training in special education. The data were systematically processed using NVivo 12, followed by data analysis, from data condensation, display, to conclusions. The findings show that inclusive education is sustained through maintenance agency, as teachers employ pragmatic adaptations to preserve learning under systemic constraints. This study introduces maintenance agency as a contextually grounded perspective on teacher agency and underscores the importance of strengthening institutional support for sustainable, inclusive education.
Meaningful Learning in Primary Education: Implementation of Deep Learning Approach in Realizing the UNESCO Education Pillar at Madrasah Ibtidaiyah
This research aims to explore the implementation of deep learning as a pedagogical approach in supporting meaningful learning and realizing the four pillars of UNESCO education in the context of Madrasah Ibtidaiyah. Using a case study design at Madrasah Ibtidaiyah in Kudus, this study focuses attention on the integration of meaningful and fun learning principles in classroom learning practices. The data uses interviews, observation and documentation analysis, as well as researchers as the main instruments. The findings in this study show that the deep learning approach is able to encourage active, critical, and reflective student engagement, where learning activities are closely connected to real experiences. This practice contributes significantly to the holistic formation of students' character, particularly within the framework of UNESCO's four pillars: learning do know. Learning to do, learning to be and learning to live together. However, this study also revealed a number of challenges, such as limited teacher readiness, inadequate learning facilities, and the need for continuous professional training to support effective implementation. This research provides valuable insights for educators and policymakers in designing inclusive, transformative, and contextual learning environments in Islamic-based basic education.
Bridging Faith and Knowledge: A Multi-site Study of Islamic-general Education Integration in East Kalimantan’s Multicultural Context
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.
Faith, Culture, and Technology in EFL Classrooms: Ethnographic Insights from Professional Learning Communities in Indonesian Islamic Schools
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.
Professional Learning Communities (PLCs)
Disability, Education and Psychology: Psychological Dynamics in Individual Development and Education Process
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.
Connecting Active Reading and Academic Writing in A Multicultural Context: Strategies for Syllabus and Material Packet Development
In response to the absence of a module for academic writing courses in a multicultural classroom context and the problems of starting to write and finding ideas for academic writing, this research aims to develop an academic writing module that meets the teachers' and undergraduate students' needs and voices. This study employed ADDIE model of R&D carried out through some steps: need analysis, drafting, developing, implementing, and evaluating. In the steps of need analysis, students claimed that reading contributes to getting ideas and building background knowledge of a certain topic for writing. Brainstorming is another voice they proposed to solve the problems. Moreover, they believe that writing essays can be the starting point for writing journal articles. Accordingly, by considering all findings in the initial step, the products of this R&D comprise students’ and teachers’ books. The product's specific characteristics are reading preceding essay writing, brainstorming, the syllabus, the scoring rubric with a detailed description, and academic honesty. The study revealed that integrating active reading into academic writing modules can be pedagogically implemented and enhance both students’ reading and writing skills. The following studies on developing a module for other levels of education can be carried out to further contribute to reading-writing pedagogy.
syllabus and materials packet development
Conceptual Representation of Culture in EFL Textbook Images: A Multimodal Analysis
This study investigated the types of culture presented in EFL school textbooks in Indonesia. Qualitative content analysis and the Kress & van Leeuwen’s conceptual representation framework were employed to analyze the data in two textbooks widely used at the Junior high school level. The findings show that both textbooks portray a rather disproportionate representation of culture. Target culture is represented more dominantly in the global textbook, while the locally produced textbook emphasizes the presentation of source culture. This finding suggests that the former textbook, despite some localization, is intended to appeal to a wider global audience, while the latter implies an attempt to preserve local identity and localize the context of English language learning. Such imbalanced representation has the potential to impede students’ acquisition of intercultural communicative competence. Therefore, there is an urgency for material developers to provide students with balanced cultural content, as well as an active role from the teacher to appropriately select learning materials to supplement the drawbacks of the textbooks.
conceptual representation; cultural content; cultural representation; EFL textbook; multimodal analysis
Enhancing 7th-Grade Students’ Short Story Writing through Intercultural Learning and Visual Media
Writing short stories in English has been one of the difficult challenges at MTs Tarbiatul Islamiah. This research aims to improve short story writing skills in English by using visual media to enhance students' abilities to write short stories in English. This study employs a quantitative research method with a quasi-experimental design of the Non-equivalent Control Group type. In this study, there are two groups that are not randomly selected. Both groups were given a pretest to determine their initial condition. The experimental group was provided with visual media, while the control group was not given visual media. Data collection techniques included observation and short story writing test sheets. The assessment of short story writing skills focused on vocabulary, grammar, cohesion, and writing mechanics. The collected data will be analyzed. The results of the study indicate that writing short stories in English using visual media in the 7th grade at MTs Tarbiatul Islamiah inspires students to write short stories and helps them develop and express their ideas more fluently and coherently.
English language skills, visual media, writing short stories
Learning to Coexist: Education, Cultural Values, and Religious Harmony in Kedang Society
This research explores the resilience of interreligious harmony in Kedang, Lembata Regency, East Nusa Tenggara, by focusing on the intersection of local culture, religion, and governance. The study identifies three central pillars in the philosophy of life for the Kedang people: the Customary, Religious, and Governmental pillars, which together foster a strong social fabric. Key aspects of Kedang culture, including traditional architecture, music, rituals, and customs, are examined for their role in sustaining peaceful coexistence among different religious groups. A phenomenological approach is used to understand these practices authentically, with data collected through participant observation, in-depth interviews, and documentation. The research employs purposive sampling to select informants, including community, religious, youth, and traditional leaders, as well as government officials. Through SWOT analysis, the study assesses the strengths, weaknesses, opportunities, and threats related to interfaith relations in Kedang, proposing strategic measures for reinforcing religious harmony. The findings contribute to a broader understanding of cultural and religious dialogue, offering a model for promoting peace and unity in diverse communities, both within Indonesia and globally.
The Educational Status of Turks in Minority Schools: A Qualitative Exploration in Western Thrace
The main purpose of this research is to address the educational status of Turks living in Western Thrace in minority schools. After the establishment of the Republic of Türkiye, the Thrace region was divided into East and West, with Western Thrace now covering parts of Greece and Bulgaria. Around 150,000 Turks live in this region, facing social challenges, particularly in education. This research examines the problems experienced by Turks in minority education, the struggles in the process and its effects. The research is qualitative and designed with a phenomenological pattern. The study group comprises 13 participants selected through the maximum sampling method. The selection criteria for participants included: completion of primary and secondary education in minority schools in Greece, pursuit of higher education in Türkiye, and experience in teaching or working in a Greek minority school. Data were collected through a semi-structured interview form, with interviews recorded and analyzed using content analysis. The prominent conclusions are as follows: There are cultural problems in the education of Turkish minorities in Greece and there are legal obstacles to solution; there has been a struggle on this issue for years, there have been periodic improvements, but the fundamental problems still continue; it has been seen that many people, such as Dr. Sadık Ahmet, pioneered civil initiatives and that the initiatives had positive and negative effects. In conclusion, this research highlights the ongoing challenges faced by the Turkish minority in Western Thrace regarding their education. Despite periodic improvements and civil initiatives, fundamental problems persist due to cultural barriers and legal restrictions. The findings emphasize the need for continued efforts to address these issues and propose solutions to improve minority education in Greece. It is recommended that legal and educational reforms be implemented to address the challenges faced by the Turkish minority in Western Thrace, ensuring equal and improved access to quality education.
Dr. Sadık Ahmet, Education, Greece, Turkish minorities, Western Thrace
Reimagining Classroom Equality: An Academic Inquiry into Surah Al-Fatihah’s Core Values for Inclusivity in Education
This study examines the potential of Surah Al-Fatihah, often regarded as the spiritual bedrock of the Qur’an, to serve as a framework for fostering inclusive educational environments. By aligning its core values””compassion, equity, and guidance””with contemporary educational discussions on empathy and resilience, this investigation demonstrates how faith-based principles can enrich diverse instructional settings while adhering to secular educational standards. Using an interpretative methodology and a thematic review of educational literature, the study explores the application of Surah Al-Fatihah's values in practical teaching strategies, such as the incorporation of empathy-driven classroom practices, collaborative learning models, and personalized support for students' emotional well-being. Integrating perspectives from Islamic pedagogy, culturally responsive teaching, and inclusive pedagogical models, the research shows how these principles can influence classroom management, curriculum design, and teacher-student interactions. Through textual analysis and observations in real-world educational settings, the findings underscore how embedding these values enhances student engagement, promotes emotional welfare, and boosts academic performance. Educators who intentionally integrate compassion, equity, and guidance into their teaching approaches report reduced stress levels, increased collaboration, and greater cultural sensitivity. The study’s discussion addresses how these outcomes can help overcome systemic challenges””such as limited institutional support and sociocultural biases””by focusing on moral imperatives in teaching practices. Ultimately, Surah Al-Fatihah emerges as a powerful moral and spiritual framework for inclusive education, strengthening culturally responsive strategies and fostering both academic success and social cohesion. The implications suggest the need for continuous professional development, cross-cultural validation, and policy interventions to fully integrate these Quranic values into educational systems.
Integrating English, Arabic, ICT skills, and Tahfidz in An Islamic School Curriculum: An Intercultural Perspective
The aim of the study is to hear teachers’ voices in relation to curriculum development in an Islamic school in Pattani, Thailand. With their experiences as intellectuals and practitioners of teaching in Islamic schools, curriculum development cannot neglect them, as has been happened in the past. Teachers were not involved in the curriculum development, and let it be decided by politicians. With many aspects occur in the global life change, come up an idea to integrate English, Arabic, ICT skills, and tahfidz in an Islamic school curriculum in Thailand. The study employed qualitative research using a questionnaire with a combination of closed- and open-ended items. 14 teachers participated in the study and filled out the questionnaire. The open-ended items’ results were calculated using percentage, and the open-ended items’ responses were analyzed using Christensen’s theory of the job-to-be-done. The result shows that teachers’ perception was negative, indicating that their involvement in the curriculum was not accommodated. However, in the context of curriculum development, teachers actually know the job to be done, what experiences needed so the job to-be-done, and has conducted limited actions or practices for the job-to-be-done. This study implies that teachers’ voices should be heard more than before, especially in the context of curriculum development. With the limitation of the study, such as numbers of participants participated, this study can be used as a basis for further discussion and curriculum empowerment using intercultural perspective for the development of school curriculum, especially the curriculum of Islamic schools.
Arabic language, curriculum development, English, Islamic school, teachers’ voices
The Effect of CPA-Based Multimedia Articulate Storyline Batik Motif on Elementary Students’ Mathematical Representation
Mathematical representation is a fundamental ability to develop students' thinking skills. But in reality, this ability is still low. The investigation aims to ascertain the impact of CPA-based articulated storyline multimedia on the Mathematical Representation Abilities (MRA) of elementary school students. The research uses CPA-based articulate storyline multimedia in learning activities. A type of experimental research with pre-experimental designs, one group pretest-posttest. 44 pupils from one of Karawang Regency's elementary schools in West Java made up the sample. Data were obtained through MRA tests in the form of descriptions, students' daily journals, interviews, and photo documentation of research activities. The MRA test questions used were valid and reliable. Based on Guilford's criteria, the results of the test validity and reliability calculation are in the high category (Retrieved from zero point eighty-four). Descriptive data analysis was conducted by finding the simple linear regression equation and the coefficient of determination. Inferential data analysis was performed with a t-test. Descriptive results showed that using CPA-based multimedia articulated storyline affected the Mathematical Representation ability (MRA) of elementary school students. Based on hypothesis testing, it is known that CPA-based articulate storyline multimedia significantly affects the mathematical representation skills of elementary school pupils. The implication from research is that multimedia articulate storylines based on CPA represent alternatives for enhancing elementary school pupils' mathematical representation ability in learning two-dimensional mathematics.
Batik motif; CPA approach; Mathematical representation; Multimedia articulate storyline; Two-dimensional figure
Designing Effective Online Learning Environments for Teacher Professional Development: Evidence from Indonesian In-Service Teachers
The teacher profession education program (TPEP) within virtuality is an alternative learning program that is believed to be important for Indonesian in-service teachers nowadays and in the future as learning through digital technology is the competitiveness of the nation that needs to be continuously improved. This study aims to investigate Indonesian in-service teachers’ needs in the TPEP through online learning environments and to discover an effective design of online learning environment for TPEP in the future. The design used in this study was a mixed method with sequential explanatory design. For quantitative data, a questionnaire was distributed to the Indonesian in-service teachers attending the online TPEP over four months at a reputable private university in Indonesia, and 916 teachers completed the questionnaire. Meanwhile, the qualitative data were collected through semi-structured interview with selected Indonesia in-service teachers. The results indicate that online learning provides in-service teachers’ needs, and effective design is recommended for better professional development for in-service teachers in Indonesia. In addition, the qualitative feedbacks from participants regarding online learning environments identify several challenges. These findings suggest that the proposed design of online TPEP can be significantly implemented to meet the evolving needs of educators in an increasingly digital world.
Engaging Learners in Intercultural Learning through Digital Literature Circles in Tertiary EFL Classroom
With the advent of technology, cultural diversities have encouraged language teachers in tertiary education to push the current pedagogical boundaries to seek the best fits for cultural learning, despite the little emphasis on interculturality in day-to-day language learning. Entrenched to Byram’s intercultural learning, this case study explored Indonesian tertiary EFL learners’ perspectives of their intercultural learning through digital literature circles (henceforth DLC) within the context of tertiary education. Forty-five freshmen were involved in reflective culturally-laden DLC, during three months of an Extensive Reading course. Research data were garnered from focus group discussion (FGD) and students’ reading logs in their DLC role sheets. Drawing on qualitative content analysis, this study has acknowledged that DLC evokes consciousness-raising, comparative interpretation, and criticality associated with intercultural communicative competence (ICC). Students voice the critical cultural awareness stemming from such transactional reading, manifest in richer propositions and ideas, deeper understanding of foreign and home cultures, and critical evaluation and reflection on cultures. The study corroborates the technological and socio-constructivist affordances of DLC to empower intercultural learning.
The Implementation of Multicultural Islamic Religious Education in the Families of Primary School-age Children in Putrajawa, Selaawi Garut
The community of Putrajawa, Selaawi Garut, is known for its cultural and religious diversity. Parents face the challenge of ensuring that Islamic religious education within the family instills not only religious understanding but also an appreciation for diversity. Exclusive religious teachings can foster intolerance, making it crucial to embed values of tolerance and inclusivity, especially in primary school-aged children. Parents play a strategic role in teaching these values through multicultural-based Islamic religious education. This study explores the implementation of multicultural Islamic religious education for primary school-aged children in Putrajawa, Selaawi Garut, focusing on the goals, materials, and methods of multicultural education in the family context. The research used a descriptive-qualitative approach, with data collected through interviews, observations, documentation, and triangulation. The results show that parents aim to raise children who are religious, respect diversity, and are tolerant. Educational materials include teaching monotheism, worship, noble morals, cultural diversity, and universal values like justice and respect. Methods include setting good examples, fostering good social relations, promoting independence, and guiding children with gentleness.
The Ideas of David Hume (1711-1776) in the Development of Psychology and Multicultural Education
Education needs a psychological approach to its process and mechanism. Contemporary psychology is rooted in philosophical thought and physiological inquiry. Psychology cannot be separated from the influence of three schools in philosophy, i.e., materialism, empiricism, and positivism. One of the empiricist thinkers who gave nuances and color in the development of psychology was David Hume (1711-1776). This article aims to reveal David Hume's thoughts, which provided motives in the development of psychology. This article is the result of research to develop a historical and philosophical theory of psychology. This research aims to investigate the background of the emergence of psychology from David Hume's thoughts. The focus of this research is to survey the influence of David Hume's empiricism on the development of psychology. The research method employed in this study is philosophical hermeneutics with synchronic and diachronic interpretations of David Hume's thoughts. As a qualitative study, the relevant data of the study was collected from various sources both primary and secondary. The primary literature used is texts on the history of psychology and David Hume’s works. The secondary sources for this research are various comments on Hume's thoughts and general psychology texts. The results of this research can be used as a reference in learning related to the history and philosophy of psychology. This article presents Hume's thoughts in the search for human nature along with the methodological principles he developed, which inspired scientists after Hume, as well as the influence of his thoughts on the progress of experimental psychology, which continues to develop, in giving a pattern to contemporary psychology
Interrelation of Spirituality, Religiosity, and Competence with Madrasah Teachers’ Performance
This study aimed to examine whether spirituality, religiosity, and competence can predict teacher performance. To prove this, a study was conducted on 90 Madrasah teachers in Samarinda as the sample in this study. The research sample was selected randomly, the number of which was determined based on the Slovin formula with a precision level of 0.10 (N=867). To obtain empirical data, researchers used a questionnaire on spirituality, religiosity, competence, and teacher performance. The research data were analyzed using Multiple Linear Regression with the SPSS V26 program. The analysis results showed a significant level of p <0.05 with a relationship strength of 0.843, which means that there is a significant relationship between spirituality, religiosity, and competence with teacher performance. Simultaneously, the contribution of the three independent variables to teacher performance was 53.8%, while partially, each independent variable contributed 50.8% (spirituality), 24% (religiosity), and 59.8% (competence). The implication is that these findings prove that one cannot rely solely on competency factors to get good performance from teachers. Although competence has the highest contribution, it also takes a religiosity factor that will give direction to individuals in their work, namely worshipping Allah SWT, and spiritual factors that provide meaning and prosperity in life. Thus, it can be concluded that the level of teacher performance can be predicted through the teacher's spirituality, religiosity, and competence.
competence, madrasah teacher, performance, religiosity, spirituality
Interrelation of Spiritualism and Materialism of Madrasah Teachers
While materialism is strongly spreading in society, one of which is in the educational environment, madrasah teachers are supposed to have high spiritualism to be able to control it. This research aims to analyze the interrelation of spiritualism and materialism of madrasah teachers in East Kalimantan. The research used a quantitative-correlative approach with 1604 madrasah teachers in East Kalimantan as the research population. The selected sample, 241 State Madrasah Aliyah teachers, was taken using a purposive sampling technique. Data was collected using a questionnaire instrument, which was then analyzed using linear regression correlation analysis techniques. The research results show that there is a very significant relationship between spiritualism and materialism of madrasah teachers. The higher the teacher's spiritualism, the lower the materialism, conversely the lower the spiritualism, the higher the teacher's materialism. This research has implications for the importance of building the spiritualism of madrasah teachers so that they are not easily influenced by the strong materialism in the current era.
Evaluation of Introduction to Academic Culture and Student Affairs (PBAK) UIN Antasari Banjarmasin
This research aims to obtain information regarding participants' responses regarding the materials presented in Introduction to Academic Culture and Student Affairs (PBAK) activities. The subjects of this study were PBAK students batch 2018 and 2019, totaling 6198 students. Extracting data using questionnaires, observations, interviews, and documentation. The results of this study indicate that the implementation of PBAK batch 2018 and 2019 can be accepted by students which the materials mostly in positive responses, (1) correlate with the adjustment attitude of PBAK participant 98,37 % positive responses on history, vision and mission of UIN Antasari Banjarmasin, (2) there is 94, 56 % positive responses regarding the Islamic and national insight material, ( 3) participants also responded 97.33% positively to study success and organizations in Higher Education material, (4) social environmental responsibility is 96,86 % in positive response, (5) there are 96.57% students gave positive responses regarding the material on critical analysis of the implementation of the student government concept, (6) the total number of applicants expressed positive responses cosmopolitan millennials with morals and social care and transformation and agent of win manifesto towards civilized people were more about that 97.53% , (7) the material of intrapersonal and interpersonal skills material, it is known that 96.86% of gave positive responses to this material, (8) the scientific writing material was 96,01% in positive response and (9) For 96,61 % positive response given to students ethics material. The psychological impact felt by participants is the emergence of feelings of joy or happiness, usefulness, and motivation from participating in PBAK activities.
Religion, Education, and Maintaining Ethno-religious Harmony in Sanggau, West Kalimantan
This study aims to explore the role of religion and education in maintaining inter-ethnic harmony in Sanggau, West Kalimantan, Indonesia. Sanggau, with its ethnic diversity including Malays, Dayaks, Chinese and others, provides a rich context for understanding how inter-group harmony can be maintained through religious and educational interventions. This study uses qualitative methods, including in-depth interviews with religious leaders, community leaders and teacher, as well as observation and documentation of religious, educational and social activities in Sanggau. The data is then recorded and assigned a code. It is subsequently grouped according to broader categories, with reference to the purpose of the research. The relationship between the themes within the data is then narrated in order to facilitate the construction of research conclusions. These conclusions are then associated with the results of previous studies and relevant theories. The findings of this study indicate that small-scale conflicts over religious issues are common in the Sanggau. The conflict arose because of the multi-religious and multi-ethnic situation. Conflicts arose over the construction of places of worship, religious changes and interfaith marriages. However, these conflicts have been resolved through ethno-religious and educational approaches. Group identity is used to strengthen the bonds of fraternity, as expressed in the phrase "kita menyadi’ (we are brothers)". A shared identity is built on the traces of origin, history and the values of local wisdom that are inherited. Local initiatives have also emerged to promote ingroup cooperation through religion and education, successfully cultivating the values of tolerance as the key to maintaining harmony. Religious approaches have given way to ethnic approaches, and education has been part of strengthening narratives of togetherness and peace. Joint religious activities, such as the celebration of religious holidays and inclusive education programmes involving students from different ethnic backgrounds, have proven effective in strengthening solidarity and mutual understanding.