Search

English language teaching (ELT) in Islamic boarding schools in Indonesia, commonly known as "pesantren," presents a unique context that requires a tailored pedagogical approach. This study aimed to explore the application of context-responsive pedagogy in ELT within the unique context of Islamic boarding schools in Indonesia. This qualitative study employed semistructured interviews and classroom observation as data generation methods to gain insights into the experiences and perspectives of English language teachers regarding the implementation of context-responsive pedagogy in English language instruction. The findings revealed the importance of understanding learner needs, incorporating authentic materials, promoting cultural sensitivity, and effective use of technology in ELT practices in Islamic boarding school contexts. This study delves into how English language teachers navigated and negotiated their practices with the sociocultural and religious values entrenched in this institution. It also highlighted the challenges English language teachers in this school context faced in the implementation of context-responsive pedagogy. Eventually, this research provides valuable insights for ELT practitioners, policymakers, and researchers interested in incorporating context-specific pedagogy to optimize ELT in Islamic boarding schools and similar educational contexts.

School quality is the most important aspect and a major issue in the education system. This research aims to explore the influence of teamwork and curriculum effectiveness on improving school quality. The method employed is based on a quantitative design with a survey approach. A questionnaire was used to collect data from 146 respondents. School quality is the key variable in this research. The data analysis was conducted using SmartPLS software to provide detailed information on the contribution of each variable's indicators. The findings of this research indicate a strong contribution from each variable in enhancing school quality. The R-square value for the curriculum effectiveness variable is 0.365, meaning that this variable contributes to a 36.5% improvement in school quality. On the other hand, the teamwork variable contributes 62.3% to school quality. These results clearly demonstrate the originality of this research, highlighting that teamwork in schools has a higher contribution value than curriculum effectiveness. Future research needs to examine how to establish teamwork in Islamic educational institutions in an effort to enhance quality.

In the current era, the use of corpora in language teaching is mainly explored in English classes as it has become a trend in education. Hence, this research aimed to identify the corpus metadata, frequently used words, and unique words related to the Islamic boarding school context to be used in the English instructional process. This research employed a mixed method combining quantitative and qualitative data analysis methods. Two English Islamic boarding school books, several articles covering the scope of Islamic boarding school, and students' speech texts were selected as the data. Then, they were analyzed using the Voyant tool. The finding showed total words of 49,970: 5,417 specific words, 0.108 vocabulary density, and a 12,980-readability index. The finding will be incorporated into instructional resources for developing Islamic boarding school students' general and/or specialized vocabulary. The words, in particular, will provide a foundation for students in constructing Islamic speech texts, delivering speeches, and using English in an Islamic boarding school environment.

This study aims to examine the approach in teaching practice to "muallaf" (Muslim indigenous people: "orang asli") and the factors of attraction toward the acceptance of Islamic understanding among them. The study was conducted at the village of "muallaf orang asli" at Paya Sendayan, Temerloh Pahang, Malaysia. Design of this study are using the qualitative methods. Data were collected by observation and selected informant interviews based on purposive sampling methods. Data were analysed using the thematic methods. The results of the study found that the approach in teaching practice to "muallaf orang asli" is "syarah" (explanation) and discussion presented through storytelling, stimulation method and "talaqqi musyafahah" (face to face). Meanwhile, the results of the attraction factors toward the acceptance of teaching and learning among "muallaf orang asli" are aspect of reward, facilities, understanding and skills of teachers or educators for the socio-culture and role model shown by teachers or educators as well as the Muslim community nearby the living community. The findings of this study show that the teaching and learning of "muallaf orang asli" should be organized systematically in line with the factors of attraction in order to increase interest and earnestly.

The study aims to describe the success of the collaborative supervision between the head of the madrasah and the teachers at five private madrasah tsanawiyah in Gresik. This research, a qualitative case study design, involved the head of the madrasah and the teachers of five private madrasah tsanawiyah. Instruments used include interviews, observations, and documentation. Data analysis techniques used are data condensation, data presentation, conclusion drawing, and verification. The research findings demonstrate the significant positive impact of collaborative supervision on teachers' creativity and professionalism and its direct correlation with students' improved learning quality and learning outcomes. Collaborative supervision has been successful in enhancing the creativity of teachers in the implementation of a multicultural-based independent curriculum. The implications of the findings provide a strong basis for educational institutions to consider implementing more effective collaborative supervision strategies in the context of a multicultural-based independent curriculum. The importance of considering cultural and multicultural contexts is also highlighted in designing educational supervision programmes and strengthening the inclusive learning environment.

Parallel with the growth of research on the role of religious ideologies in teachers' professional lives, the present study drew on an ecological perspective and explored how religious ideology (i.e., Islamic principles) intersected with Iranian English language teachers' agency and identity. The study was methodologically situated within a narrative inquiry methodology, and data were collected from narrative frames and semi-structured interviews. Data analyses revealed that Islamic principles intersected with teachers' agency and identity in three major ways: Islamic principles as a humiliating cult, agency-demolishing nature of ideology, and resisting Islamic ideologies. The study shows that, on the one hand, ideology can serve as a source of humiliation and harm to teachers' agencies and identities. On the other hand, teachers also influence ideology by not only showing resistance, but practicing certain instructional initiatives that raise students' awareness of the destructive nature of Islamic principles. The study concludes with implications for teachers on how to communalize their agentic initiatives so that they can construct their identities in more constructive ways.

This study aimed to i) analyse learning problems in science at boarding schools for junior high school students and ii) determine the effectiveness of science learning in the context of Islamic teachings using the science, technology, engineering, and mathematics, -religion (STEM-R) approach to improve reflective and critical thinking skills. The research method applied in this study was a sequential exploratory mixed method. The research design consisted of five stages: i) qualitative data gathering, ii) qualitative data analysis, iii) quantitative data gathering, iv) quantitative data analysis, and v) data interpretation. The subjects of this study were 192 students from boarding schools and were divided into 6 groups. The research results obtained were the school, parents, science teachers and religion teachers' vision and mission causing students to like or dislike science. An excellent teacher is viewed by students as someone who can make learning enjoyable, exhibit creativity in presenting educational material, possess the ability to motivate, link science and religion, engage in investigative activities, infuse humour, establish connections between science and everyday life, and communicate concepts effectively. Moreover, distinctions in reflective thinking and critical thinking abilities were observed between the experimental group and the control group. Learning that connects science and Islamic religion and examines STEM-R aspects is able to develop students' thinking skills.

The impact of Muslim parents on their daughters' sports and games in inclusion varies, spanning from progressive endorsement due to the physical and social advantages to reservations grounded in traditions and religious convictions. This has culminated in limited Muslim female inclusion in sporting events. This study explored the inclusion of female Muslim students in sports and games in Islamic schools using a qualitative research approach with 20 participants, which include 10 teachers and 10 parents. Concerning parents' and Islamic teachers' perceptions of Muslim females' inclusion in sports and games, three core thematic areas were revealed: positive influence on character development, school for Important Skills, and secret Code for Success, which favourably influences the diverse development of Muslim girls. Numerous considerations at individual levels of the Social Ecological Model (SEM) influence parental decisions about Muslim female sports inclusion. Individually, parental choices are induced by weighty factors, including religious convictions (prayer periods), cultural principles, and modesty concerns. The study further unearths how teachers shape the sports climate at the organisational level. The organisation's endeavours to provide inclusive and supportive settings for Muslim female girls are shown in the adaptation of activities, deliberate education and awareness promotion, partnership promotion and incorporation of scientific notions into sporting events. As sports are seen as important educational instruments for fostering the development of Muslim female students, they must be integrated into the curriculum. Stakeholders in the education sector must collaborate to guarantee Muslim female students receive a fair opportunity to excel in sports and games while respecting their cultural and religious beliefs utilising these synchronised initiatives.

This study establishes a clear correlation between positive and negative emotions, subjective well-being, school burnout, and sensation seeking in religious students. The survey design employed a cross-sectional technique on a convenience sample of 205 religious students. The data was collected using the classical arrangement of each class in the school after obtaining approval for research procedures and ethical codes from the research institute. Data collection instruments included the Positive Affect Negative Affect scale, School Burnout Inventory, and Brief Sensation-seeking. The study results confidently indicate that positive emotions have a negative relationship with school burnout, but at the same time, a stronger positive relationship with school burnout than negative emotions. Sensation seeking is a significant predictor of both positive and negative emotions. Therefore, it is reasonable to hypothesize that sensation seeking may mediate the relationship between positive and negative variables. Further research is needed to confirm this hypothesis. The implications and suggestions have been discussed in this study.

This research aims to produce integrated biology teaching materials with the values of the Al-Qur'an and As-Sunnah that are valid and effective in improving cognitive, psychomotor, and strengthening students' faith and devotion. This development research (R&D) uses the ADDIE model which consists of five stages, i.e. analysis, design, development, implementation, and evaluation. The data collection techniques used were literature studies, observations, interviews, questionnaires, and tests. Data collection instruments used include interview sheets, validation sheets, questionnaire sheets, pre-test and post-test question sheets, observation sheets, and checklists. The teaching materials were validated by three validators (material experts, learning experts, Al-Qur'an/Hadist experts), and practitioners from several biology teachers from different schools. The data was analyzed quantitatively and qualitatively (triangulation). The research results showed that the teaching materials developed met the very valid category based on the assessment of material experts, learning experts, Al-Qur'an/Hadist experts, and practitioners. Moreover, the products received excellent responses from the students. The teaching materials could improve students' cognitive and psychomotor and also increase students' values of faith and piety. Further action will be extended to schools, especially schools with Islamic nuances so that they can be used both as self-taught materials for students and as teaching materials for teachers to use in the learning process.

Science literacy abilities and collaborative skills are part of the life skills demands of the 21st century. This research aims to analyze the effectiveness of the PjBL learning model in improving the Science literacy and collaborative skills of students at Muhammadiyah 2 Middle School, Batu City and Muhammadiyah 8 Middle School, Batu City. The research design uses Pretest-Posttest Control Group Design. The research sample consisted of 60 class VIII students taken by total sampling. Data was obtained through observation, questionnaires and tests. Data analysis uses covariance analysis (ANCOVA) to verify the data against the proposed hypothesis. The research results show that the average Science literacy and collaboration in PjBL learning is higher than conventional learning. The results of the analysis can be concluded that the implementation of PjBL effectively influences students' Science literacy and students' collaboration skills. Thus, the PjBL model is recommended to be implemented to support the implementation of the Independent Curriculum at the junior high school level as an effort to develop students' 21st century life skills.

This study aims to ascertain the impact of the Active learning method on high-order thinking skills (HOTS) within the realm of Islamic education. Our primary contribution is the comprehensive meta-analysis of various preliminary and university educational studies. Using RStudio, we analyzed the differences in effect sizes, variations, and groups among studies. The findings indicate that the Active learning method significantly enhances HOTS, with the mixed learning method showing the most pronounced effect. We adopted a systematic approach, examining diverse learning methods like genre-based learning and blended learning model. Our research design entailed a meticulous meta-analysis of pre-existing literature rather than primary experimental or survey-based methods. However, we identified high heterogeneity in effect sizes as a limitation, suggesting the need for more nuanced studies in varied contexts. This research underscores educators' need to adapt learning strategies suited for specific educational levels, pointing towards a brighter horizon for tailored pedagogical interventions.

In the 21st century, the imperative to combat extremism and terrorism has risen to the forefront of global and regional agendas, becoming an indispensable condition for fostering the secure and prosperous development of states amidst the formation of a new strategic order. This study aims to examine the peculiarities of combating religious extremism among the youth demographic, drawing insights from global experiences aimed at minimizing terrorist threats within this sphere. Two primary methodologies were adopted in this study: the comparative analysis method, which compares the factors contributing to youth extremism, and the descriptive method, which identifies the main features of radicalization processes across diverse countries worldwide. Examining the landscape of modern youth movements in Kazakhstan and their affiliations with various religious beliefs, it becomes evident that developing a comprehensive and cohesive legal framework is imperative to curtail the emergence of aggressive groups and address the root causes of student radicalization. Moreover, our study underscores the predominant reliance of modern youth on social networks as conduits for accessing information pertaining to mental health, traditional beliefs, and psychological support. Analysis of counter-radicalization efforts across nations reveals a spectrum of approaches adopted by state entities tasked with addressing this issue, often contingent upon the prevailing religious context. In Muslim-majority nations, scholars and public figures championing traditional values emerge as key agents in educating young people on the imperative of participating in radical groups. Conversely, in Western European countries, public organizations and institutions of higher learning emerge as pivotal actors in fostering effective counter-radicalization measures. The findings and insights gleaned from this study are poised to furnish a practical foundation for future research endeavors in this realm. Furthermore, they hold promise in informing the development of youth policies and the resolution of issues pertinent to religious dynamics within advanced societies.

The number of international students worldwide increased from two million in 2000 to more than five million in 2017. International students may experience one or more challenges, such as financial issues, language limitations, academic performance, social and cultural differences, discrimination and racism, and identity reconstruction. Many of these challenges affect international students' sense of belonging. The concept of belonging is multi-faceted. We can belong in different contexts, for example, to families, institutions, cultural or ethnic groups, and religions, and we belong at both concrete and abstract levels. As an international student, I used autoethnography to study my sense of belonging as an individual who is also a graduate student. Autoethnography allows the researcher to relate personal experiences to wider cultural, political, and social meanings and understandings. This enabled me to focus on interpreting my core personal narrative, linking my life and story to international students' lives and stories.

It is a necessity for a researcher to ensure that the validity and reliability of the study is met to prove a discovery. However, there are still qualitative researchers who are still reckless and do not emphasize the concept of validity and reliability when designing, collecting, and analysing the research findings. The quality of a qualitative study depends on the honesty, compliance, and thoroughness of the researcher in carrying out the study in a systematic and structured manner. Therefore, this study aims to analyse the qualitative validity and reliability strategy according to scholars' views as well as describing the validity and reliability strategy carried out in the pilot study. Through document analysis, the concept of validity and qualitative reliability can be explained through four concepts namely credibility, dependability, reliability, and confirmability. Among the strategies that can be used in pilot study to increase its validity and reliability is by peer review that takes place during the construction, review, and verification of the interview protocol. Reflective journal writing can also help increasing the reliability of the pilot study. It is hoped that this article can expand the reader's knowledge related to validity and reliability, especially in conducting pilot studies and at the same time, help qualitative researchers in carrying out their procedures properly to guarantee the quality of the research.

Communities that can speak more than one language as a daily habit are not only happening in the present era but have long existed in the "pesantren" environment. However, multilingualism in "pesantren" is often only seen as a capacity enhancement of the "santri's" knowledge. On the other hand, the multilingual ability of the "Santri" is an asset in forming an attitude of religious moderation. This article then presents the results of qualitative research using the concept of additive multilingualism which focuses on "pesantren" students in Indonesia. Through observations, interviews, and literature review, this research can describe the reality of multilingualism in "pesantren" and its impact on the religious attitudes of its "santri." It turns out that the religious moderation attitude of the students is closely related to the multilingual learning process in "pesantren" that takes place with technological restrictions. The application of additive multilingualism is aligned with the pillars of religious moderation in four ways. First, respect for locality is reflected in the "Santri's" habit of using local languages. Second, multilingualism is an expression of anti-violence, this is reflected in "Santri's" acceptance of linguistic and ethnic diversity as a brotherhood base. This is what manifests in the Third pillar by making "santri" a tolerant community as a result of learning from the reality of ethnic and linguistic diversity in their environment. Fourth, the introduction of "santri" to foreign languages is directed to reaffirm their national commitment through the use of foreign languages in flag ceremonies. The limitation of technology in multilingual learning is also intended to keep students from the bad influence of technology and to maintain the discipline of students in maintaining a "pesantren" culture that is friendly to locality and sensitive to the times.

This research aims to investigate the integration of religious moderation in Arabic language learning at a state Islamic university. Employing a qualitative descriptive method, data was gathered through observation, in-depth interviews, and documentation. The study emphasizes a tourism-based approach that incorporates local wisdom and pluralism into the Kalam course, aimed at enhancing students' Arabic communication skills. The findings indicate that embedding religious moderation within the Arabic curriculum promotes tolerance, inclusivity, and a moderate outlook among students, which, in turn, contributes to social and religious harmony in Indonesia. Additionally, the research highlights the importance of local cultural contexts in shaping student behavior. The study suggests further exploration of internal and external factors that influence the implementation of religious moderation in Arabic education at a state Islamic university. It also recommends adopting a mixed-method approach in future research to gain a deeper understanding of these dynamics and enhance the effectiveness of religious moderation efforts.

The primary aim of this study was to address the challenges of low speaking proficiency and motivation among second-year students in an Islamic education university department. This was achieved by implementing an integrated teaching strategy within a Classroom Action Research (CAR) framework to enhance students' speaking skills and active involvement in the learning process. The study employed a CAR design, conducted over two cycles. Each cycle comprised four stages: planning, action, observation, and reflection. The intervention involved an integrated teaching strategy that combined multiple language skills--listening, speaking, reading, and writing--within a cohesive instructional framework. Data were collected through post-tests, observation checklists, and reflection notes. Quantitative data were analyzed using descriptive statistics and paired sample t-tests, while qualitative data were examined through thematic analysis. The results demonstrated significant improvements in both speaking performance and student engagement between Cycle 1 and Cycle 2. In Cycle 1, the majority of students scored in the "Fair" category, with only 24.39% achieving "Good" scores. Following strategic adjustments, Cycle 2 saw a marked increase in average post-test scores, with 87.80% of students meeting or exceeding the success criteria. The level of active involvement also rose significantly, reflecting the effectiveness of the revised integrated strategy. The findings highlight the value of integrated language instruction and the importance of iterative refinement in teaching methodologies. This study contributes to the theoretical understanding of language acquisition and offers practical insights for EFL educators, particularly in contexts where students face challenges in developing speaking proficiency. The study underscores the need for creating supportive and engaging learning environments that foster student participation and language development. This study provides empirical evidence supporting the effectiveness of integrated teaching strategies in EFL contexts, particularly within Islamic education settings. It demonstrates how Classroom Action Research can be utilized to improve teaching practices and student outcomes continuously. The research offers a model that can be adapted and applied in similar educational contexts to enhance language learning.

This action research aims to improve teachers' ability to enrich, redesign, develop, and test the "ahlussunah waljamaah" (Aswaja) Annahdliyah curriculum in strengthening Islamic moderation in 25 "madrasah ibtidaiyah" (Islamic elementary schools) in Kedu Caresidenan, Central Java, Indonesia. The method used was participatory action research modeled by Stephen Kemmis, Robin McTaggart, and Rhonda Nixon, an experimental type of action research. The research findings state that Islamic moderation through strengthening the Aswaja Annahdliyah curriculum is carried out by enriching and redesigning the curriculum in the aspects of objectives, content/materials, methods/activities, and assessment/evaluation. The form of strengthening the Aswaja Annahdliyah curriculum is carried out by developing a curriculum by providing material on the basic principles of Aswaja, Ukhuwah Nahdliyah, and Mabadi Khaira Ummah in the aspects of "fikrah" (thought), "aqidah" (belief), "harakah" (movement), and "amaliyah" (worship practices). As a result, teachers know the depth and breadth of the curriculum in terms of objectives, content, methods, and evaluation at the level of "fikrah," "aqidah," "harakah," and "amaliyah," determining basic competencies, operational verbs, materials, material enrichment, and selecting appropriate learning models, methods, strategies, and media. Future research needs to explore curriculum strengthening for Aswaja Annahdliyah at the high school or university level.

This qualitative case study aimed to explore fillers usage to address speaking challenges related to the improvement of self-confidence and motivation in speaking practices done by two English foreign language (EFL) learners of the English department of one of the Islamic Universities in Malang, Indonesia. Data were collected through observations and in-depth interviews to two students employing filler strategies to address speaking challenges related to the improvement of self-confidence and motivation during their speaking exercises. The research revealed that both learners used fillers to address speaking challenges during the conversation due to their linguistic components' shortage such as a limited mastery of vocabularies and having a little understanding on grammar. Fillers might bring them to have more self-confidence in speaking practices shown by not being afraid of making mistakes when they practice speaking with their speaking partners. Fillers might bring them to have more motivation in speaking shown by their enthusiasm to get involved in the discussion whether in group or class discussions. Thus, fillers usage is prominent due to its potential to address speaking challenges, enhance self-confidence and motivation, eventually contributing to an overall improvement in language proficiency particularly in speaking skill.

This research aims to analyze the role of teacher learning agility in supporting the success of Islamic education in Indonesia. Researchers used a survey method distributed via a Google Form questionnaire. The population of this study were elementary, middle school, high school, bachelor's and master's level teachers, and a sample of 517 people was obtained, taken using random sampling techniques with the classification of 150 elementary school teachers, 135 middle school teachers, 148 high school teachers, 85 undergraduate lecturers, and 53 master level lecturers. The data were analyzed descriptively and measured using the analysis of variance (ANOVA) test assisted by the SPSS 22 program. The results of the research show that outstanding educators in Indonesia have high learning agility at work. More than 50% of respondents respond to current developments and apply learning agility in the workplace. Based on job classification, lecturers have higher learning agility with an overall average of above 4.20. Meanwhile, based on gender, women are superior to men in its application. Educators with learning agility display maximum work performance, are able to draw lessons from work experience, adapt to change with full awareness and enthusiasm for learning to improve their skills, knowledge and competence.

Counsellors as peace educators are to foster a peaceful mindset to students. However, not every peace counsellor shares peaceful thinking with clients or students with problems as a gap. Peace group leaders can integrate counselling as a science with religion through the design and stages of peace group counselling (PGC). This research aims to design and organize PGC stages to facilitate peaceful thinking patterns in peace counsellors/educators (PC/E) to foster peaceful thinking patterns. Integrative literature review as a research model by collecting data through documentation with relevant books and journals, then analyzing it descriptively and qualitatively. The research findings found that the PC/E's duties as "imams" (group leaders) and "kaffah" individuals have therapeutic abilities. PC/E combines peaceful thinking with help from God. The PGC process has three stages: initial, work, and the final. The work stages combine the sub-stages of peace counselling, starting from rational, exploring the root causes of peaceful thoughts, self-reflection, seeking, and searching for peaceful thought patterns, looking for different forms and behaviors of peaceful thought patterns towards God's teachings as a novelty, and ending with evaluation and follow-up. PC/E implements the PGC design and stages so that individuals can cultivate a peaceful mindset through training and experimental research.

Religion has been associated with human values and competencies needed to shape young people into responsible citizens able to make a positive difference in the lives of others. However, this correlation remains dependent on the context. As the correlation has not yet been investigated in Mauritius, which is a multicultural and multi-ethnic country, this study aims to bridge this knowledge gap using a purely positivist epistemological approach. It will analyze the Mauritius-specific data derived from a public data set which was part of the "Mapping the Terrain" project to examine the correlation between religion and a broad set of human values and competencies, namely forgiveness, individualistic orientation, collectivistic orientation, self-efficacy, problem-solving, meaning-making, sense of belongingness, religiosity/spirituality, hope, life satisfaction, gratitude, emotion, regulation, empathy, and self-regulation. The descriptive analysis and the Structural Equation Model (SEM), developed using the SPSS and AMOS software, revealed that (i) independent of ethnic group, educational stakeholders in Mauritius have a high affinity to most of the human values and competences, and (ii) as compared with others, the Muslim community has a slightly lower affinity to forgiveness, life satisfaction, individualistic orientation, self-efficacy, and problem solving. These data, which represent important baseline information needed to inform policymakers and other educational stakeholders, were used to derive a set of recommendations that will further the development of the key human values and competencies needed to promote harmony in a multicultural and multi-ethnic country.

This research analyzes the contribution of learning the history of early independence in fostering a philosophical understanding of nationhood. The research questions are: 1) What kinds of philosophical understanding of nationhood are perceived as pro-Islamism and pro-secularism by high school students? 2) How is nationalist behavior expressed as an act of accepting secularism and opposing Islamic fundamentalism by high school students? Moreover, 3) How do factors contribute to high school students' actions and philosophical understanding of nationhood? This research was carried out using qualitative methods. This research involved 34 students enrolled in class XI 6. We researched at SMA 1 Semarang (a High School) in Indonesia. This research analyzed data from memos written by students, class activities, and conversations. Data was analyzed using qualitative content analysis. The findings showed that the nation's pro-Islamist philosophy is reflected in an attitude of fanaticism, difficulty accepting differences, and support for a closed system. A pro-secularism attitude is reflected in accepting differences, moderation, and prioritizing universal values. Accepting secularism and rejecting Islamic fundamentalism is perceived as an attitude of accepting historical agreements, moving away from fanaticism-based conflicts, and preparing for a more democratic future. The philosophical understanding of nationhood is formed by in-depth arguments on socio-political-religious phenomena, acceptance of historical agreements, and hopes for a peaceful future. The findings indicate that future research needs to investigate the teaching of national philosophy in Indonesian history material in different periods or events. They can also be carried out for teaching national philosophy in other places or countries.

This research aims to analyse whether the increasing use of case-based learning (CBL) by madrasa aliyah teachers in Indonesia improves their teaching skills in the field of education. This study employed a quasi-experimental technique and data from a CBL intervention programme to investigate how CBL is connected with teachers' hybrid teaching skill. The data was analysed using the difference-indifference design. In general, the teaching skill of madrasa teachers is solely treated as a predictor of the practice of teaching Islamic religious education. Still, we discovered that the greater use of CBL in hybrid learning can favorably affect the teaching skill of madrasa teachers. CBL is positively associated with student involvement and teaching in learning among the madrasa teacher teaching skill subscales. However, according to our data analysis, students' favourable responses to Islamic religious education, and hybrid learning practices can moderate the link between CBL and the teaching skill of madrasa teachers. This study has significance for the CBL model's growth in strengthening the teaching skill of madrasa teachers in distance learning Islamic religious education.

Electronic student worksheets (e-worksheet) are needed as alternative teaching materials in learning. This study aims to produce teaching materials in the form of e-worksheet based on Search Solve Create and Share (SSCS) Islamic context to improve science process skills on class XI excretory system material that is worthy of the results of validity, responses of students and biology teachers. This research was conducted at MAN 1 Bogor. The research model used is a 4D model (Define, Design, Develop, Disseminate), but in research only to the development stage (Develop). The e-worksheet teaching materials developed are tested for validity. The results of validity tests by design and media experts obtained 89% in the very decent category, material expert assessments obtained 84% in the very feasible categories, and expert assessments of Islamic religious education obtained 100% in the very feasible categories. The results of student responses obtained percentages of 89% in limited trials and 89.7% in expanded trials. Based on the findings of the research results, it can be concluded that E e-worksheet based on Search Solve, Create and Share (SSCS), an Islamic context to improve science process skills on the excretory system material developed, is very feasible to be used and applied to biology learning.

This paper answers the call for the importance of integrating the Islamic worldview into science classes. This research provides insights into science teachers' experiences of integrating science and Islam, as well as additional surveys to reveal gains in student understanding. This research consists of two stages. Study 1 used phenomenology and focused on the voice of science teachers through focus groups. This research involved five focus groups in five Islamic high schools providing information describing their experiences. Through thematic analysis techniques, several findings were obtained as follows: (1) the concept of integration emphasises more on the balance of compliance between vertical and horizontal; (2) the integration pattern places more emphasis on learning materials; and (3) in terms of benefits, this effort is focused on increasing understanding and followed by study 2 which aims to add to the evidence base by investigating the effect of integration patterns on student understanding. The results showed that there is evidence that the support of an overarching integration pattern contributes to students' understanding of the material. As a recommendation, it is necessary to strengthen integration at all stages of science learning, allowing students to take advantage of discussions in class to develop more relevant abilities.

This research aimed to investigate science learning in Tanfidz Boarding School. The focus of this research are: (1) Factors affecting students of a religious boarding school toward science learning, (2) Islamic boarding school students' perception and attitude toward science learning (value of science learning to religious boarding school students), (3) students' perception toward pleasant science learning. This was qualitative research. Method used in this research was phenomenology. Data collecting technique was an interview. Data analysis techniques applied were: collecting data, presenting data, and drawing conclusions. The results of this study were the school's vision and mission, parents, science teachers and religion teachers caused students to like or dislike science. Students assessed science as important because it was a provision to continue higher education, it was useful for carrying out daily activities, and it had historical considerations to restore the glory of Islam through science. Pleasant learning, creative packaging, being able to motivate, to connect science and religion, investigative activities, being humorous, being able to connect science with everyday life and to explain well were students' perceptions of a good teacher. The reasons students selected Tahfidz boarding school were the attitudes of science teachers, religion teachers, its school vision and mission, and attitudes of parents. Pleasant learning by a professional teacher was conducted by presenting creative learning, and having good emotional control. The implication of the results of this research is that the management of science learning in religious-based Islamic boarding schools needs to pay attention to the desires and needs of students in learning.

Student translators at the College of Language Sciences take a Media and Political Translation course in which they translate the latest news stories, media and political texts and terminology. This study proposes a model for integrating Gaza-Israeli war terminology and texts in translation instruction to familiarize the students with terminology such as names of weapons (grenades, mortar, drones, missiles, Merkava, Cornet anti-armor, mortar shells), toponyms(Khan Younis, Maghazi, Sderot, Ashkelon), crossings (Rafah, Erez), Jihadist groups and brigades (Islamic Jihad, Golani), military actions (incursion, bombing, shelling, genocide, displacement) war metaphors (target bank, carpet bombing, scorched earth, fire belt, Philadelphia Axis, Hannibal's plan), (UNRWA, Gaza hospitals, starvation, humanitarian aid) and others. English and Arabic texts can be collected from mainstream media as RT, BBC, CNN, Al-Jazeera and Al-Ghad. A class blog can be created for posting translations, corrections, discussions, and feedback. The students can practice full, summary, and conceptual translation and avoid word-for-word translation. They can watch news stories about the Gaza-Israel war, write a summary translation of it and receive comments and feedback. Beginners can translate short news excerpts (few lines). Students make sure their translations are cohesive, make sense and are easy to read. Students should use Google Translate and artificial intelligence (AI) with caution and should read the same news story in both English and Arabic to get used to the terminology and their equivalents. The instructor serves as a facilitator. Further instructional guidelines and recommendations are given.

The re-emergence of the COVID-19 virus has had a significant impact on the educational system. In order to maintain its high standard, education needs to evolve to reflect the new world order, and this is especially true of secondary education. As part of studying the English language, students should be taught how to comprehend the reading materials that are assigned to them. The flipped classroom model is gaining popularity in this pandemic era, but its efficacy in secondary education is being questioned because it is an entirely novel instructional approach, specifically in the teaching and learning of English in Islamic secondary schools. The objective of this study was to conduct a quantitative analysis of how flipping the classroom affected Indonesian senior high school students' reading comprehension levels. There were 56 students participating in this study. The study's findings demonstrated an increase in students' reading comprehension scores after the students were taught by using flipped reading classroom. The results suggested that the Flipped Reading Comprehension Classroom has a considerable impact on the accomplishment of Islamic secondary school students, and it is recommended that it be applied in ELT classes due to its numerous advantages.

Interculturality, inclusion, and diversity are generally associated with bilingualism in countries with different sociocultural identities, but rarely with school coexistence among students hailing from different backgrounds. The present systematic review is framed in a descriptive-qualitative approach since its main objective is to provide an account of the relationship between welcoming, school coexistence, and the integration and inclusion processes in schools in countries receiving foreign migrant families. For this purpose, Web of Science, SCOPUS, EBSCO, and SCiELO databases were searched using a reference chain, and according to search results, 26 empirical studies retrieved from those databases published between 2010 and 2020 were analyzed. The main findings indicate that the inclusion process is developed through the acculturation and disciplining devices of foreign children to the dominant national logic, which marks a hierarchical difference between nationalities. They also highlight the recognition of cultural diversity under the logic of folklorization and a vision that focuses on academic achievement rather than on the particularities that cultural diversity can contribute to social relations and learning within the school.

This research explores the implementation of Arabic language learning at the Maitreechit Withayattan School in Bangkok, Thailand. With a population dominated by a Muslim minority, this research aims to understand the challenges and potential for developing Arabic language education in this context. The research background reflects Thailand's uniqueness as an ASEAN country with a Muslim minority that is recognized and regulated by national law. The focus of the research is on issues of student interest, teaching methods, hidden learning goals, and the role of teachers in the learning process. The research method uses modern ethnographic studies at Maitrechit Wittaayathan School Bangkok. Research findings show that students' low interest is influenced by less innovative teaching methods and a need for more variety in learning. Hidden learning goals, which include students' political aspirations to support the position of Muslims in government, become a complex dynamic in Arabic language learning. The importance of Arabic in the government context was a significant finding, with students being taught that Arabic language skills can provide a competitive advantage in careers in the government sector. Despite challenges regarding student interest, school administrators' high enthusiasm for Arabic creates the potential for solid collaboration between education and religious identity development. Implications for Arabic language education management include the need for more exciting learning strategies, teacher training, and collaboration with external parties to increase the relevance of learning to careers. This research provides in-depth insight into the complex dynamics of Arabic language education in Muslim minority school environments in Thailand. However, it should be acknowledged that the research findings are limited to one school in Bangkok, and generalization of the findings must be done cautiously.

This research aims to explore the paradigm of applying learning by doing to create active learning in Islamic education. A combination of both quantitative and qualitative methods was used in this study. Data collection begins with qualitative data and continues with quantitative data. This flow is also known as exploratory sequential design. The study's findings indicate that the use of learning by doing in Islamic education creates a supportive and adaptable learning environment where students can develop their critical thinking, collaboration and communication skills through firsthand experience and other people's teachings. Second, learning by doing has a positive influence on students in Islamic education. The findings of the quantitative data analysis in the test (paired sample t-test) demonstrate a substantial difference between the results before and after implementing learning by doing performance-based learning. The degrees of freedom (dk), the magnitude of which is N-1 as well as 40-1 = 39 are the basis for determining the value of the t-table. The value of degrees of freedom 39 at a significant level of 5% is obtained by t-table 1.684. The results can be obtained with a count greater than the t-table namely 16,701 > 1,684and Sig. (2-tailed) = 0.000 < 0.05 based on the results of the analysis of the t-test (paired sample t-test). So, it can be concluded that learning by doing can improve the ability to think creatively, logically, systematically and critically.

Written corrective feedback (WCF) becomes an essential part of students writing development. The efficacy of WCF for EFL learners has been the subject of numerous studies. However, the studies neglected the idea of the feedback literacy. Thus, this study aimed to investigate how two English teachers provide WCF, what students expect from their teachers, and whether or not both students and teachers share common grounds seen from the feedback literacy framework. Thus, thirty EFL students and two teachers from EFL writing classes of one Indonesian Islamic university participated in this study. The data related to students' expectations of WCF and teachers' practices were gathered through open ended questionnaire, interview, and observations. Positive attitudes toward WCF were shared by students and teachers. It was discovered that students place a higher value on direct feedback rather than indirect feedback. Students perceived their learning motivation is best preserved through a positive tone of feedback, such as interaction with teachers and teachers' compliments on their strength instead comments on deficiencies. The study indicated that there was a gap between students' expectation and teacher practices about the type and relevance of feedback. Students perceived indirect feedback as less helpful in addressing their specific writing issues. While teachers have demonstrated feedback literacy in their practices, students' readiness and ability to fully engage in feedback literacy may vary depending on their proficiency levels and developmental stages. To bridge this gap, both students and teachers need to have good literacy in feedback. The findings highlight the potential significance of further exploring the impact of cultural factors in driving WCF decisions.

The purpose of this study was to examine gender and discipline-based Differential Item Functioning (DIF) and Differential Distractor Functioning (DDF) on the Islamic Azad University English Proficiency Test (IAUEPT). The study evaluated DIF and DDF across genders and disciplines using the Rasch model. To conduct DIF and DDF analysis, the examinees were divided into two groups: Humanities and Social Sciences (HSS) and Non-Humanities and Social Sciences (N-HSS). The results of the DIF analysis showed that four out of 100 items had DIF across gender, and two items had discipline DIF. Additionally, gender DDF analysis identified one item each for Options A, B, and C, and four items for Option D. Similarly, the discipline DDF analysis revealed one item for Option A, three items for Option B, four items for Option C, and three items for Option D. The findings of this study have significant implications for test developers. The identification of potential biases in high-stakes proficiency tests can help ensure fairness and equity for all examinees. Furthermore, identifying gender DIF can shed light on potential gender-based gaps in the curriculum, highlighting areas where male or female learners may be disadvantaged or underrepresented in terms of knowledge or skills.

This study discusses the structure of Ibn Sina's thought and its contextualization in the contemporary era from a subjective point of view referring to aspects of soul purification. Ibn Sina divides the human soul into three parts, they are: "nabatiyyah," "hayawâniyyah," and "insâniyyah" souls. According to Ibnu Sina, human morals are in the "nabatiyyah," so the education that must be taught is education related to morals, cleanliness, and the arts, this education is carried out at the Early Childhood Education level. When the child is in the "hayawaniyyah," that is when the child can respond and move through sensing, then the student is in a state of stimulation through understanding the Qur'an, especially reading, and interpreting it, followed by lessons to be able to study, analyze and be critical of the meaning from every verse of Allah SWT, both "kauliyyah" (the Qur'an) and "kauniyyah" (the universe). In the "insâniyyah" soul, the child is endeavored to be educated so that they can integrate intellectual, emotional, and spiritual intelligence, to create an integrative education, they are education that can unite the dimensions of service ("al-'Amilah") and spiritual ("al-'Alimah"). This literature review confirms that to achieve the goals of Islamic education, the educational model that is applied wherever possible leads to purification of the soul, because with a pure soul the process of entering knowledge into students' souls will be easy. An educational perspective that places purification of the soul as an offer of Islamic education in the contemporary era. Keywords: Education, Ibn Sina, Purification of the Soul, Contemporary

The purpose of this study is to determine whether increasing the use of project-based learning (PBL) by madrasa aliyah teachers in Indonesia enhances their capacity in leadership competences. This study employed a quasi-experimental approach to investigate how project-based learning (PBL) is connected with teachers' leadership competency and analyzed the data using a t-test. In general, we found that the PBL program positively affected the leadership competence of madrasa teachers in Islamic religious education learning. Also, that the PBL program positively affected students' perceptions of the level of effort a teacher exerted to provoke interest. Estimating an instrumental variable approach on the subset of schools with the most substantial increase in PBL use found that PBL was positively related to teachers' perceptions of class preparation, attempts to induce teacher interest, and the frequency with which students share ideas in class. This study introduces teaching practice as a mediating factor that affects the leadership competence of madrasa teachers, a contribution to the literature that seeks to understand the development of madrasa teachers' leadership competencies in Islamic religious education learning. This research has implications for developing the PBL model in improving the leadership competence of madrasa teachers in learning Islamic religious education.

Sustainability career for teachers has not been a concern due to the assumption that teaching will always be sustainable as a career. Data showed by UNESCO that the world needs almost 69 million new teachers to reach the 2030 Education goals. Turnover in the teaching profession is also high. It is necessary to find out what factors affect the sustainability career for teachers. This article analyzes teachers' career sustainability using the variables of Motivation, Commitment, Leadership, and perspective workload, from millennial generation teachers through the Internalization of Islamic Values. The data was analyzed statistically using Structural Equation Modeling (SEM). Samples for this research were taken from Islamic schools in Java, Indonesia, The instruments are questionnaires using Likert scales. The results show motivation, commitment, perceived workload, Islamic value internalization, and leadership combined affecting 73.8% of teachers' career sustainability.

Monotonous mathematics learning focusing on textbooks only will make students bored and feel that studying mathematics is useless. Using attractive and meaningful approaches, like STEAM and Quranic approaches, is strongly motivated by the need to avoid tedious drilling for students in learning mathematics. This study aims to assess students' perceptions of the development of mathematics modules using science, technology, engineering, and art (STEAM) and AL-Quran approaches. The research approach employed in this research is embedded in mixed methods. Quantitative data was examined using percentages, while qualitative data were transcribed and then developed into codes, categories, and themes. The study recruited 146 Pidie senior high school students in the natural science stream, and five individuals were selected for one-to-one semi-structured interviews. The results of this study show that students have a negative experience in learning mathematics. However, they have a significant interest in integrated math learning with Quranic and STEAM approaches. Furthermore, they believe the modules are one learning medium ideal for mathematics. Finally, based on this study, mathematics teachers should be able to develop learning modules that can integrate STEAM approaches and the understanding of the Quran for senior high school students.

This research aims to determine the differences and influence of independent learning on communication and collaboration skills. This research uses survey methods and a quantitative descriptive approach. Data was obtained using a questionnaire with a Likert scale. The research subjects using random sampling techniques consisted of 33 female students and 82 female students in the Islamic religious education study program at UIN Datokarama Palu, Indonesia. The questionnaire contains 18 statements: 10 indicators of learning independence (LII), 3 indicators of communication skills (COM) and 5 indicators of collaboration skills (CLB). According to the results of data analysis using the Winsteps (Rasch model), male students have the best collaborative skills while female students are better at autonomous learning and the capacity to listen to information is the COM that is hardest to obtain. After applying one-way analysis of variance (ANOVA), a statistical significance of sig<0.05 was found indicating that male and female students exhibited distinct skillsets in the post hoc Games-Howell type follow-up test. The results show that for male and female students, learning independence is more dominant than communication and collaboration skills. The distinction lies in the fact that female students prefer communication skills while male students prefer collaboration skills. Further results obtained through the general linear model (GLM) test show that independent learning has an effect on communication skills (96.8%) and collaboration skills (93%). Finally, it can be stated that there is a positive relationship between learning independence and communication and collaboration skills.

The Sustainable Development Goals (SDGs) are global action plans that aim to address various problems globally in the social, economic, cultural, energy, and environmental fields. One of the global problems is the significant open unemployment rate due to the gap between graduates and available jobs. Therefore, we need an innovation in learning to train students to develop their competencies. Competency development can be done through chemoentrepreneurship-based chemistry learning (CEP). CEP-based learning is chemistry learning through projects in product manufacturing and marketing. This study aims to measure students' social and vocational skills through CEP learning. This research was conducted at Islamic Senior High School in Rembang, Indonesia. The research subjects were 47 students. The results of the N-gain test showed that the social skills of the experimental and control groups experienced an increase in the low/effective less category. The N-gain value of the experimental group's social skills was 50.06, while the control group was 41.32. The results of the N-gain test for vocational skills in the experimental group were better than those in the control group. The increase in the vocational skills of the experimental group was in the medium/quite effective category (58.32), while the control group experienced a very low/ineffective increase in the category (33.47). [Note: The issue number (1) shown on the PDF is incorrect. The correct issue number is 2.]

As a lot of juvenile Muslims tend to be less engaged with their religion and the history of mosques in their community, this study was conducted to develop a series of digital content in the metaverse combined with participatory communication and learning with religious leader to enhance students' perception of community Mosque (Darun Naim, Thung Kru District, Thailand). The objectives of this research were to survey needs, to develop and assess the quality of the aforementioned series of digital content, to evaluate students' perception, and to measure students' satisfaction. Materials of this study included questionnaires and forms to survey needs, assess the quality of the digital content and media presentation, evaluate subjects perception, and measure their satisfaction. A total of 30 subjects who were students from Al-Bidayah Religious School, Thung Khru District, Bangkok and had been members of Young Muslim Association Ban Khru for at least 1 year were selected through purposive sampling. After questionnaire-based data collection, mean and standard deviation were used as a statistical tool for data analysis. The results of this study showed that the outcome of needs assessment was at a high level. The overall quality of the content and media presentation was at a good and very good level, respectively. The findings of the assessment of students' perception and satisfaction were at the highest level. In summary, the developed digital content in the metaverse combined with participatory communication and learning with religious leader was of high quality and can be implemented.

Research on the roles of textbooks in EFL teaching contexts has been widely reported. However, studies on textbook adaptation strategies in a technology-integrated classroom have not received much attention. To fill the gap, the current research sought to explore the types of textbook adaptation strategies employed by an Indonesian EFL teacher in a technology-integrated teaching environment. The challenges encountered and the coping strategies used by the teacher were also investigated. Through a qualitative case study design, an English teacher of an Islamic junior high school in Medan was purposively recruited as the participant. An interview and document analysis were employed to collect the data. The interview data were analyzed using a thematic analysis while the documents were through skimming, reading, and interpretation. The findings revealed that the teacher employed several adaptive strategies, such as omission, addition, and modification on the assignments, the language skills, student activities, and approaches (conventional to the technologybased classroom) through the use of websites, a projector, and digital tools. It was also found that adapting the textbook was challenged by the varied students' levels of proficiency and learning styles, as well as the students' expectations of the teacher. As the coping strategies, the teacher optimized her skills of technology literacy to design creative and engaging learning materials and included tasks that met the levels of students from low and high-achieving groups. The findings of this study imply the crucial roles of all education stakeholders in providing support for teachers to use textbooks effectively.

Background: Religious institutions play a crucial role in health promotion and hold significant influence in the public health field. Aim: The aim of this review is to examine outcomes of health-promoting interventions involving the use of mosques as the intervention venue, its role in promoting health behavior change, and the role of theory in each intervention. Methods: A scoping review was conducted across 17 databases for relevant publications published up to and including August 2023 that involved the use of mosques as the intervention venue. Fourteen articles met inclusion criteria and were reviewed. Results: The studies featured a wide range of interventions. However, only eight of these studies integrated theoretical frameworks into their approaches, indicating a need for more structured guidance in this field. These theoretical frameworks included Participatory Action Research (PAR), the theory of planned behavior, behavior-change constructs, the patient-centered outcomes research (PCOR) framework, and prolonged exposure techniques within Islamic principles. The review identified three main health-focused intervention categories: mental health, prevention, and communication, each providing valuable insights into initiatives within Muslim communities. Conclusions: This review underscores the significance of inclusive and culturally sensitive health interventions, emphasizing the effectiveness of faith-based approaches in improving health outcomes, promoting positive health behaviors, and addressing communication and cultural barriers. The reviews findings stress the need for further research that incorporates theoretical frameworks and tailored interventions to meet the specific cultural needs of these communities, ultimately contributing to enhanced well-being within them.

Introducing students to the similarities and connections among the Hebrew Bible, New Testament, and Qur'an is a means to introduce students to a shared source of humanity, beauty, wisdom, and solace. This article outlines a literature class that uses comparatist strategies to introduce these three foundational religious texts as literary works. Figural and thematic strategies reveal the development of stories, characters, ideas, and values. Cultural studies strategies demonstrate the profound effects that the texts have had on our notions about our relationships and responsibilities to ourselves, our families, and our world. Students report a better understanding of their own spiritualties, a greater acceptance of their own identities, and an increased appreciation of the diversity of their communities.

The article acknowledges the limits of the categories of similarity and difference in undergraduate comparative religion courses. To challenge these limitations, including the potential for dualistic or "us/them" thinking, several pedagogical attempts to increase relationality in Christian-Muslim courses are explored. Relational methods include emphasizing living and public interreligious conversations during class segments on scriptural figures as well as humanizing perpetrators of religiously motivated violence.

This article focuses on recent changes in Rhodes College's Foundations in the Liberal Arts curriculum that were motivated by a desire to help students become competent and engaged debaters of meaning and value in the trying times of the 21st century. I focus on how my own two foundational liberal arts classes--"The Bible* and Nationalism" and "The Bible* and Comparative Ethics"--sought to widen the category of scripture for college students in their value discussions, as well as the benefits and potential limitations of moving away from the Bible as the sole source of moral formation in the American classroom.

Following the 2016 U.S. presidential election, Islamophobia became increasingly visible across the U.S, impacting anyone perceived to be Muslim. Despite being named after a religion, Islamophobia is a racial ideology predominantly targeting people of Middle Eastern, North African, and South Asian (MENASA) descent. In this qualitative study, the author explores how MENASA students navigated their college campuses in the period shortly following the 2016 election through examining the ways in which MENASA-focused cultural centers provided spaces of inclusion and belonging. The findings suggest that processes of racial formation and panethnic identity formation influenced the experiences of MENASA students in this period. Students demonstrated both a clear sense of racialization outside of whiteness, and the beginnings of panethnic identity formation across groups. These findings are situated in the particular temporal context of college-aged adults who both experienced 9/11 as young children and the 2016 presidential election in early adulthood.

Bilingualism has become the norm--not the exception--in today's globalized world. The development of bilingual proficiency in English and other languages is increasing worldwide. Saudi Arabia is one of many countries within the expanding circle of nations in which English (although with no official status) enjoys a special position as the sole foreign language taught in public schools. This study examined Saudi university students' beliefs about issues surrounding bilingualism, particularly about their first language (L1), second language (L2), and potential benefits of being bilingual. Data were collected through semi-structured interviews and a focus group discussion with 15 university students. The findings showed that all students explicitly self-identified as bilingual based on their perceived linguistic repertoire and daily bilingual practices. Self-identification seems to have an empowering effect, which positively influences beliefs about bilingualism and language learning. As members of the dominant Arabic-speaking group, the students were able to achieve sequential additive bilingualism. Overall, the students saw bilingualism as an advantage and highlighted its perceived benefits, the instrumental importance of English, and the vital role of Arabic as a marker of their ethnoreligious identity.