Eduvista: Journal of Education and Innovation
Eduvista: Journal of Education and Innovation is a peer-reviewed scholarly journal that publishes original research, review articles, conceptual papers, and case studies on education and educational innovation. The journal provides a platform for researchers, educators, policymakers, and practitioners to disseminate high-quality research that contributes to the advancement of educational theory, policy, and practice across diverse contexts. The journal focuses on contemporary issues in education, including curriculum and learning, educational technology, digital learning, artificial intelligence in education, educational management, teacher professional development, assessment and evaluation, educational psychology, and other emerging topics relevant to educational innovation. Through rigorous peer review and ethical publishing practices, Eduvista is committed to promoting academic excellence and supporting the continuous development of education at local, national, and global levels.
Reconstructing himmah from Ibn al-Qayyim al-Jawziyyah's thought: Toward a contemporary Islamic education paradigm
Contemporary Islamic education faces challenges in strengthening students' spiritual orientation, while studies on himmah have largely treated it as a moral and spiritual concept rather than reconstructing it as an educational paradigm. This study aims to reconstruct the concept of himmah in the thought of Ibn al-Qayyim al-Jawziyyah and transform it into a paradigm for contemporary Islamic education. A qualitative library research approach was employed by analyzing Ibn al-Qayyim al-Jawziyyah's major works through concept identification, thematic categorization, and conceptual synthesis. The findings reveal that himmah constitutes a spiritual driving force comprising five interconnected dimensions: Spiritual Orientation, Diligence in Deeds, Inner Hijrah, Self-Control, and Prophetic Exemplification. These dimensions are reconstructed into an educational paradigm that contributes to character formation, discipline and istiqāmah, self-regulated learning, and digital literacy. This study contributes to the discourse on Islamic education by proposing a conceptual framework that bridges Ibn al-Qayyim al-Jawziyyah's intellectual legacy with the needs of contemporary Islamic education. Abstrak Pendidikan Islam kontemporer menghadapi tantangan dalam memperkuat orientasi spiritual peserta didik, sementara kajian mengenai himmah masih cenderung dipahami sebagai konsep moral dan spiritual sehingga belum banyak direkonstruksi sebagai paradigma pendidikan. Penelitian ini bertujuan mengonstruksi konsep himmah dalam pemikiran Ibn al-Qayyim al-Jawziyyah serta mentransformasikannya menjadi paradigma pendidikan Islam kontemporer. Penelitian ini menggunakan pendekatan kualitatif dengan desain studi kepustakaan melalui analisis terhadap karya-karya utama Ibn al-Qayyim al-Jawziyyah menggunakan tahapan identifikasi konsep, kategorisasi tematik, dan sintesis konseptual. Hasil penelitian menunjukkan bahwa himmah merupakan kekuatan spiritual yang tersusun atas lima dimensi utama, yaitu Spiritual Orientation, Diligence in Deeds, Inner Hijrah, Self-Control, dan Prophetic Exemplification. Kelima dimensi tersebut direkonstruksi menjadi paradigma pendidikan yang berkontribusi terhadap pembentukan karakter, disiplin dan istiqāmah, self-regulated learning, serta literasi digital. Penelitian ini memperluas diskursus pendidikan Islam dengan menawarkan kerangka konseptual yang mengintegrasikan warisan intelektual Ibn al-Qayyim al-Jawziyyah dengan kebutuhan pendidikan Islam kontemporer.
Copyright (c) 2026 Ari Mulyono, Khaerudin (Author) https://creativecommons.org/licenses/by/4.0
Towards an integrative framework of family guidance and counseling in children's educational psychology: A systematic literature review
Research on family guidance and counseling and children's educational psychology has developed rapidly. However, the relationship between these two fields has generally been examined separately, resulting in the absence of a comprehensive conceptual synthesis. This study aimed to analyze and synthesize the relationship between family guidance and counseling and children's educational psychology while developing an integrative conceptual framework. The study employed a Systematic Literature Review (SLR) following the PRISMA guidelines by reviewing 26 studies that met the inclusion criteria. The findings identified two major themes, namely preventive family support and collaborative family-based interventions, which operate by strengthening children's psychological resources, including self-efficacy, learning motivation, self-regulation, emotional regulation, and academic resilience. These psychological resources subsequently contribute to improved learning engagement, academic achievement, socio-emotional competence, student well-being, and mental health. This study contributes by proposing an integrative conceptual framework that strengthens the connection between family guidance and counseling and educational psychology while providing a theoretical foundation for developing more preventive and collaborative family-based interventions. Abstrak Perkembangan kajian bimbingan dan konseling keluarga serta psikologi pendidikan anak berlangsung pesat. Namun, keterkaitan kedua bidang tersebut masih cenderung dikaji secara terpisah sehingga belum tersedia sintesis konseptual yang komprehensif. Penelitian ini bertujuan menganalisis dan mensintesis hubungan antara bimbingan dan konseling keluarga dengan psikologi pendidikan anak serta mengembangkan kerangka konseptual yang integratif. Penelitian ini menggunakan metode Systematic Literature Review (SLR) dengan mengikuti pedoman PRISMA terhadap 26 artikel yang memenuhi kriteria inklusi. Hasil penelitian mengidentifikasi dua tema utama, yaitu preventive family support dan collaborative family-based interventions, yang bekerja melalui penguatan sumber daya psikologis anak, meliputi efikasi diri, motivasi belajar, regulasi diri, regulasi emosi, dan resiliensi akademik. Sumber daya psikologis tersebut selanjutnya berkontribusi terhadap peningkatan keterlibatan belajar, prestasi akademik, kompetensi sosial-emosional, kesejahteraan siswa, dan kesehatan mental. Penelitian ini memberikan kontribusi melalui pengembangan kerangka konseptual integratif yang memperkuat hubungan antara bimbingan dan konseling keluarga dengan psikologi pendidikan sekaligus menjadi landasan teoritis dalam pengembangan intervensi keluarga yang lebih preventif dan kolaboratif.
Copyright (c) 2026 Chandra Duwita Ela Pradana, Rani Ditia Ningsih, Maria Mistika Magho, Vendy Kurniawan, Muhamad Agung Febrianto (Author) https://creativecommons.org/licenses/by/4.0
Learning management of the Amtsilati method for accelerating Kitab Kuning mastery: Evidence from an Indonesian majelis taklim
The mastery of Kitab Kuning through the Amtsilati method has been widely investigated; however, the relationship between the implementation of learning management, contextual factors, and the accelerated mastery of Kitab Kuning remains insufficiently understood. This study aims to analyze the implementation of learning management in the Amtsilati method and its implications for accelerating Kitab Kuning mastery. A qualitative case study was conducted in Majelis Taklim Amtsilati Nurul Jadid, Patebon Village, Kejayan District, Pasuruan Regency, Indonesia. Data were collected through observations, semi-structured interviews, and document analysis and were analyzed using the interactive model developed by Miles, Huberman, and Saldaña. The findings reveal that the implementation of the functions of planning, organizing, actuating, and controlling, supported by teacher competence, systematic Amtsilati modules, a conducive learning environment, student motivation, and effective management of learning barriers, contributes to more effective learning, improved understanding of Nahwu-Sharaf, and enhanced Kitab Kuning reading proficiency. This study proposes a conceptual model explaining the relationships among learning management, contextual factors, and the accelerated mastery of Kitab Kuning, thereby contributing to the advancement of learning management theory and practice in majelis taklim. Abstrak Penguasaan Kitab Kuning melalui metode Amtsilati telah banyak dikaji, namun hubungan antara implementasi manajemen pembelajaran, faktor-faktor kontekstual, dan percepatan penguasaan Kitab Kuning masih belum dijelaskan secara komprehensif. Penelitian ini bertujuan untuk menganalisis implementasi manajemen pembelajaran metode Amtsilati serta implikasinya terhadap percepatan penguasaan Kitab Kuning. Penelitian ini menggunakan pendekatan kualitatif dengan desain studi kasus yang dilaksanakan di Majelis Taklim Amtsilati Nurul Jadid, Desa Patebon, Kecamatan Kejayan, Kabupaten Pasuruan, Indonesia. Data dikumpulkan melalui observasi, wawancara, dokumentasi, dan dianalisis menggunakan model analisis interaktif Miles, Huberman, dan Saldaña. Hasil penelitian menunjukkan bahwa implementasi fungsi planning, organizing, actuating, dan controlling, yang didukung oleh kompetensi guru, modul Amtsilati, lingkungan belajar yang kondusif, motivasi santri, serta pengelolaan hambatan pembelajaran, berkontribusi terhadap pembelajaran yang lebih efektif, peningkatan pemahaman nahwu-sharaf, dan kemampuan membaca Kitab Kuning. Penelitian ini menawarkan sebuah model konseptual yang menjelaskan hubungan antara manajemen pembelajaran, faktor-faktor kontekstual, dan percepatan penguasaan Kitab Kuning, sehingga memberikan kontribusi bagi pengembangan manajemen pembelajaran di lingkungan majelis taklim.
Copyright (c) 2026 Retno Tutut Nur Wana (Author) https://creativecommons.org/licenses/by/4.0
Development and psychometric evaluation of a formative assessment instrument for higher order thinking skills in Akidah Akhlak Phase E
Formative assessment plays an essential role in fostering Higher Order Thinking Skills (HOTS); however, the development of HOTS assessment instruments for Akidah Akhlak supported by comprehensive psychometric evaluation remains limited. This study aimed to develop a formative HOTS assessment instrument for Akidah Akhlak Phase E and evaluate its psychometric quality. An instrument development study was employed through construct analysis, instrument development, content validation by two experts, field testing involving 35 students, and psychometric evaluation using Aiken's V, Product Moment correlation, Cronbach's Alpha, and ITEMAN. The findings revealed a mean Aiken's V of 0.846, 34 of 35 items (97.14%) met the empirical validity criteria, a reliability coefficient of 0.929, and item characteristics were dominated by moderate difficulty, very good discrimination, and fully functioning distractors. This study contributes a valid and reliable HOTS assessment instrument and a psychometric-based instrument development framework to support evidence-based formative assessment in Akidah Akhlak learning. Abstrak Asesmen formatif berperan penting dalam mengembangkan Higher Order Thinking Skills (HOTS), namun pengembangan instrumen pada mata pelajaran Akidah Akhlak yang disertai evaluasi psikometrik secara komprehensif masih terbatas. Penelitian ini bertujuan mengembangkan instrumen asesmen formatif HOTS pada mata pelajaran Akidah Akhlak Fase E serta mengevaluasi kualitas psikometriknya. Penelitian menggunakan pendekatan instrument development study melalui analisis konstruk, pengembangan instrumen, validasi isi oleh dua ahli, uji coba kepada 35 peserta didik, serta evaluasi psikometrik menggunakan Aiken's V, korelasi Product Moment, Cronbach's Alpha, dan ITEMAN. Hasil penelitian menunjukkan nilai rata-rata Aiken's V sebesar 0,846, sebanyak 34 dari 35 butir (97,14%) memenuhi validitas empiris, reliabilitas sebesar 0,929, serta karakteristik butir didominasi tingkat kesukaran sedang, daya beda sangat baik, dan distraktor yang seluruhnya berfungsi efektif. Penelitian ini berkontribusi menyediakan instrumen HOTS yang valid, reliabel, serta model pengembangan instrumen berbasis evaluasi psikometrik untuk mendukung evidence-based formative assessment pada pembelajaran Akidah Akhlak.
Copyright (c) 2026 Chamelia Nurani, Rizki Rahmawati (Author) https://creativecommons.org/licenses/by/4.0
From affiliation to standardization: Bridging policy and practice through mentoring in an affiliated madrasah
Learning standardization in madrasahs continues to face challenges because academic standards are often implemented without sustained mentoring, while studies examining mentoring as an integrative mechanism for learning standardization in affiliated madrasahs remain limited. This study aims to analyze the mentoring process implemented by Pondok Pesantren Sidogiri in establishing learning standardization at Madrasah Nurul Huda following its affiliation with MMU A-84. A qualitative case study design was employed using semi-structured interviews, non-participant observation, document analysis, and thematic analysis involving five purposively selected participants. The findings reveal that mentoring serves as the central mechanism integrating curriculum alignment, teaching practices, and academic supervision, resulting in more consistent learning standardization while simultaneously supporting student character development. This study contributes conceptually by proposing a mentoring model as an integrative mechanism for establishing learning standardization and offers practical implications for improving educational quality in Islamic educational institutions. Abstrak Standardisasi pembelajaran di madrasah masih menghadapi berbagai tantangan karena implementasi standar akademik sering kali belum didukung oleh mekanisme mentoring yang berkelanjutan. Sementara itu, kajian mengenai peran mentoring sebagai mekanisme integratif dalam mewujudkan standardisasi pembelajaran pada madrasah afiliasi masih relatif terbatas. Penelitian ini bertujuan untuk menganalisis proses mentoring yang diterapkan Pondok Pesantren Sidogiri dalam membangun standardisasi pembelajaran di Madrasah Nurul Huda setelah berafiliasi dengan MMU A-84. Penelitian menggunakan pendekatan kualitatif dengan desain studi kasus melalui wawancara semi-terstruktur, observasi nonpartisipan, dokumentasi, dan analisis tematik terhadap lima informan yang dipilih secara purposive. Hasil penelitian menunjukkan bahwa mentoring berperan sebagai mekanisme utama yang mengintegrasikan penyelarasan kurikulum, praktik pembelajaran, dan supervisi akademik sehingga menghasilkan standardisasi pembelajaran yang lebih konsisten sekaligus mendukung pengembangan karakter santri. Penelitian ini memberikan kontribusi konseptual dengan menawarkan model mentoring sebagai mekanisme integratif dalam membangun standardisasi pembelajaran serta memberikan implikasi praktis bagi pengembangan mutu pendidikan di lembaga pendidikan Islam.
Copyright (c) 2026 Nur Mutima (Author) https://creativecommons.org/licenses/by/4.0
Beyond assignment deadlines: Explaining academic stress through deadline behavior among university students
Deadline behavior, defined as the habit of completing academic assignments close to submission deadlines, is presumed to contribute to higher levels of academic stress among university students; however, empirical evidence specifically examining this relationship remains limited. This study aimed to analyze the effect of deadline behavior on academic stress among students at Universitas Methodist Indonesia. A quantitative associative design was employed involving 100 undergraduate students who completed a five-point Likert-scale questionnaire. The data were analyzed using simple linear regression with IBM SPSS Statistics 22. The findings revealed that deadline behavior had a positive and significant effect on academic stress (B = 0.278; t = 4.082; p < 0.001). The coefficient of determination (R² = 0.145) indicates that deadline behavior explained 14.5% of the variance in academic stress, while the remaining variance was influenced by factors outside the proposed model. These findings highlight the importance of effective time management as a preventive strategy for reducing academic stress and contribute to the growing literature on academic behavior in higher education. Abstrak Kebiasaan mengerjakan tugas mendekati batas waktu (deadline behavior) diduga menjadi salah satu penyebab meningkatnya stres akademik mahasiswa, namun penelitian yang secara khusus menguji pengaruh perilaku tersebut terhadap tingkat stres masih relatif terbatas. Penelitian ini bertujuan menganalisis pengaruh deadline behavior terhadap tingkat stres mahasiswa di Universitas Methodist Indonesia. Penelitian menggunakan pendekatan kuantitatif dengan desain asosiatif yang melibatkan 100 mahasiswa melalui penyebaran kuesioner skala Likert lima poin. Data dianalisis menggunakan regresi linear sederhana dengan bantuan IBM SPSS Statistics 22. Hasil penelitian menunjukkan bahwa deadline behavior berpengaruh positif dan signifikan terhadap tingkat stres akademik (B = 0,278; t = 4,082; p < 0,001). Nilai koefisien determinasi (R² = 0,145) menunjukkan bahwa deadline behavior menjelaskan 14,5% variasi tingkat stres akademik, sedangkan sisanya dipengaruhi oleh faktor lain di luar model penelitian. Temuan ini menegaskan pentingnya pengelolaan waktu sebagai strategi preventif dalam menekan stres akademik mahasiswa sekaligus memperkaya kajian mengenai perilaku akademik di pendidikan tinggi.
Copyright (c) 2026 Susi Juniarti Pardosi, Darwis Robinson Manalu (Author) https://creativecommons.org/licenses/by/4.0
Understanding school truancy among students from broken-home families: A case study of an integrated psychoanalytic, SFBC, and CBT approach
Student truancy is commonly viewed as a disciplinary issue, although studies integrating multiple counseling approaches to address its underlying psychological causes remain limited. This study aimed to examine behavioral change in a truant student from a broken-home family through an integrated Psychoanalysis, Solution-Focused Brief Counseling (SFBC), and Cognitive Behavioral Therapy (CBT) approach. A qualitative case study design was employed using observation, semi-structured interviews, documentation, and the Beck Depression Inventory-II (BDI-II), with data analyzed through the Miles, Huberman, and Saldaña model. The findings revealed that truancy resulted from the interaction of family breakdown, economic hardship, limited transportation access, and low social support, which developed into emotional conflict and depression. The integrated intervention reduced the participant's BDI-II score from 25 to 9, accompanied by improved school attendance, emotional openness, and classroom engagement. This study contributes by proposing a conceptual model explaining behavioral change in truancy through the integration of Psychoanalysis, SFBC, and CBT. Abstrak Perilaku membolos pada peserta didik sering dipandang sebagai persoalan kedisiplinan, padahal penelitian mengenai integrasi berbagai pendekatan konseling untuk mengatasi akar psikologis perilaku tersebut masih terbatas. Penelitian ini bertujuan menganalisis perubahan perilaku membolos pada siswi yang mengalami broken home melalui pendekatan integratif Psikoanalisis, Solution-Focused Brief Counseling (SFBC), dan Cognitive Behavioral Therapy (CBT). Penelitian menggunakan pendekatan kualitatif dengan desain studi kasus melalui observasi, wawancara semi-terstruktur, dokumentasi, dan Beck Depression Inventory-II (BDI-II) yang dianalisis menggunakan model Miles, Huberman, dan Saldaña. Hasil penelitian menunjukkan bahwa perilaku membolos dipengaruhi oleh broken home, tekanan ekonomi, keterbatasan transportasi, dan rendahnya dukungan sosial yang berkembang menjadi konflik emosional dan depresi. Intervensi integratif berhasil menurunkan skor BDI-II dari 25 menjadi 9, disertai meningkatnya kehadiran di sekolah, keterbukaan emosional, dan keterlibatan belajar. Penelitian ini berkontribusi dengan menawarkan model konseptual perubahan perilaku membolos melalui integrasi Psikoanalisis, SFBC, dan CBT.
Copyright (c) 2026 Malikatul Muluk, Muhammad Rizki, Ahmad Khobir Avisina Gimnastiar (Author) https://creativecommons.org/licenses/by/4.0
Enhancing digital academic services through Academic Information System quality: Insights from Universitas Methodist Indonesia
Digital transformation has increased the strategic role of Academic Information Systems (AIS) in supporting academic services in higher education. However, empirical evidence regarding which quality dimensions most strongly influence User Satisfaction in digital academic services remains inconclusive. This study aims to examine the effects of System Quality, Information Quality, and Service Quality on User Satisfaction with the Academic Information System at Universitas Methodist Indonesia. A quantitative survey was conducted involving 100 undergraduate students selected through purposive sampling. Data were collected using a five-point Likert-scale questionnaire and analyzed using multiple linear regression with IBM SPSS Statistics. The findings reveal that Information Quality and Service Quality have positive and significant effects on User Satisfaction, whereas System Quality has no significant effect. The proposed model explains 67.9% of the variance in User Satisfaction (R² = 0.679). These findings suggest that improving digital academic services in higher education should prioritize high-quality academic information and responsive support services to enhance user experience and satisfaction. Abstrak Transformasi digital telah mendorong perguruan tinggi untuk mengoptimalkan Sistem Informasi Akademik (SIMAK) sebagai pendukung layanan akademik. Namun, bukti empiris mengenai dimensi kualitas yang paling berpengaruh terhadap kepuasan pengguna dalam mendukung layanan akademik digital masih menunjukkan hasil yang beragam. Penelitian ini bertujuan menganalisis pengaruh System Quality, Information Quality, dan Service Quality terhadap User Satisfaction pada penggunaan SIMAK di Universitas Methodist Indonesia. Penelitian menggunakan pendekatan kuantitatif dengan metode survei terhadap 100 mahasiswa yang dipilih melalui purposive sampling. Data dikumpulkan menggunakan kuesioner skala Likert dan dianalisis menggunakan regresi linear berganda dengan IBM SPSS Statistics. Hasil penelitian menunjukkan bahwa Information Quality dan Service Quality berpengaruh positif dan signifikan terhadap kepuasan pengguna, sedangkan System Quality tidak berpengaruh signifikan. Model penelitian mampu menjelaskan 67,9% variasi kepuasan pengguna (R² = 0,679). Temuan ini menegaskan bahwa peningkatan layanan akademik digital di perguruan tinggi perlu diprioritaskan pada penyediaan informasi akademik yang berkualitas dan layanan yang responsif sehingga mampu meningkatkan pengalaman belajar dan kepuasan pengguna.
Copyright (c) 2026 Lestari Natalia Br Sianipar, Darwis Robinson Manalu (Author) https://creativecommons.org/licenses/by/4.0
The effectiveness of the tahriri examination as an instrument for measuring students' understanding at Al-Hikmah Tulungagung Islamic Boarding School
The effectiveness of the tahriri examination as an assessment instrument in Islamic boarding schools remains debated because empirical evidence linking it to students' level of understanding is still limited. This study aimed to describe students' level of understanding, evaluate the effectiveness of the tahriri examination, and analyze the relationship between the tahriri examination and students' level of understanding at Al-Hikmah Tulungagung Islamic Boarding School for University Students. A quantitative descriptive-correlational design was employed involving 57 santri selected through purposive sampling, with data analyzed using descriptive statistics and Spearman's rank correlation. The findings revealed that the instrument met the validity requirements (9 of 10 items were valid) and demonstrated high reliability (Cronbach's Alpha = 0.866). The effectiveness of the tahriri examination reached 87.6%, students' level of understanding reached 86.9%, and a strong positive and statistically significant relationship was identified between the two variables (r = 0.757, p < 0.001). This study provides empirical evidence supporting the effectiveness of the tahriri examination and proposes a conceptual framework for improving learning assessment in Islamic boarding schools. Abstrak Ketepatan ujian tahriri sebagai instrumen evaluasi pembelajaran di pesantren masih diperdebatkan karena belum banyak penelitian yang membuktikan hubungannya dengan tingkat pemahaman santri secara empiris. Penelitian ini bertujuan mendeskripsikan tingkat pemahaman santri, mengukur efektivitas ujian tahriri, serta menganalisis hubungan antara ujian tahriri dan tingkat pemahaman santri di Pesantren Mahasiswa Al-Hikmah Tulungagung. Penelitian menggunakan pendekatan kuantitatif dengan desain deskriptif-korelasional terhadap 57 santri yang dipilih melalui purposive sampling, kemudian dianalisis menggunakan statistik deskriptif dan korelasi Spearman Rank. Hasil penelitian menunjukkan bahwa instrumen memenuhi kriteria validitas (9 dari 10 butir valid) dan reliabilitas tinggi (Cronbach's Alpha = 0,866), tingkat efektivitas ujian tahriri mencapai 87,6%, tingkat pemahaman santri sebesar 86,9%, serta terdapat hubungan positif yang kuat dan signifikan antara kedua variabel (r = 0,757; p < 0,001). Penelitian ini memberikan bukti empiris bahwa ujian tahriri merupakan instrumen evaluasi yang efektif serta menawarkan kerangka konseptual sebagai acuan pengembangan evaluasi pembelajaran di pesantren.
Copyright (c) 2026 Eva Kumalasari, Nayla Wirdatun Ni’ammah, Chusnul Chotimah (Author) https://creativecommons.org/licenses/by/4.0
Conceptualizing AI dependency as the primary mechanism shaping students' academic impact
The rapid adoption of Artificial Intelligence (AI) in higher education has intensified debate regarding its impact on students' academic abilities, while previous studies have not adequately explained the mechanism through which AI use evolves into dependency that shapes academic outcomes. This study aims to examine the effects of AI dependency and the drivers of AI utilization on students' academic impact while proposing a conceptual model explaining their relationships. A quantitative explanatory survey was conducted involving 81 undergraduate students selected through purposive sampling, and the data were analyzed using multiple linear regression. The findings reveal that AI dependency has a positive and significant effect on students' academic impact (β = 0.643, p < 0.001), whereas the drivers of AI utilization have no significant partial effect (p = 0.066). The proposed model explains 57.0% of the variance in academic impact (R² = 0.570). This study contributes by developing a conceptual model demonstrating that academic consequences emerge through the transformation of AI utilization into dependency, which subsequently alters students' learning behavior. Abstrak Perkembangan Artificial Intelligence (AI) di pendidikan tinggi memunculkan perdebatan mengenai dampaknya terhadap kemampuan akademik mahasiswa, sementara penelitian sebelumnya belum menjelaskan mekanisme bagaimana penggunaan AI berkembang menjadi ketergantungan yang memengaruhi aktivitas akademik. Penelitian ini bertujuan menganalisis pengaruh ketergantungan penggunaan AI dan faktor-faktor pendorong penggunaan AI terhadap dampak akademik mahasiswa serta menyusun model konseptual yang menjelaskan hubungan antarvariabel tersebut. Penelitian menggunakan pendekatan kuantitatif dengan desain explanatory survey terhadap 81 mahasiswa yang dipilih melalui purposive sampling, kemudian dianalisis menggunakan regresi linear berganda. Hasil penelitian menunjukkan bahwa ketergantungan penggunaan AI berpengaruh positif dan signifikan terhadap dampak akademik mahasiswa (β = 0,643; p < 0,001), sedangkan faktor pendorong penggunaan AI tidak berpengaruh signifikan secara parsial (p = 0,066). Model penelitian mampu menjelaskan 57,0% variasi dampak akademik mahasiswa (R² = 0,570). Penelitian ini berkontribusi dengan menawarkan model konseptual yang menjelaskan bahwa dampak akademik terbentuk melalui proses berkembangnya penggunaan AI menjadi ketergantungan yang kemudian mengubah perilaku belajar mahasiswa.
Copyright (c) 2026 Melisa Aulina Sihite, Darwis Robinson Manalu (Author) https://creativecommons.org/licenses/by/4.0
Innovating maharah kalam instruction through philosophical story-based role play: A quasi-experimental study
Maharah kalam remains a major challenge in Arabic language learning because instructional practices are still dominated by dialogue memorization, while the integration of philosophical stories as the contextual basis for role play has received limited scholarly attention. This study aims to examine the effectiveness of a role-play approach based on the philosophical story of Hayy bin Yaqdzon in improving students' maharah kalam. A quantitative approach employing a quasi-experimental pretest–posttest control group design was conducted with 65 students. Data were analyzed using descriptive statistics, normality and homogeneity tests, Normalized Gain (N-Gain), an independent-samples t-test, Cohen's d effect size, and a student response questionnaire. The findings revealed that the experimental group achieved a higher posttest mean (90.92) than the control group (84.55), a moderate N-Gain (0.5606), a significant difference (p < 0.001), a very large effect size (3.48), and positive student responses (77.35%). This study contributes by proposing a conceptual model explaining how philosophical storytelling strengthens the effectiveness of role play in improving maharah kalam. Abstrak Kemampuan maharah kalam masih menjadi tantangan dalam pembelajaran bahasa Arab karena pendekatan yang digunakan cenderung berorientasi pada hafalan dialog, sementara kajian mengenai integrasi cerita filosofis sebagai konteks role play masih sangat terbatas. Penelitian ini bertujuan menganalisis efektivitas pendekatan role play berbasis cerita filosofis Hayy bin Yaqdzon dalam meningkatkan maharah kalam siswa. Penelitian menggunakan pendekatan kuantitatif dengan desain quasi-experimental pretest–posttest control group design yang melibatkan 65 siswa, dengan analisis meliputi statistik deskriptif, uji normalitas, uji homogenitas, Normalized Gain (N-Gain), independent sample t-test, effect size (Cohen's d), dan angket respons siswa. Hasil penelitian menunjukkan bahwa kelas eksperimen memperoleh rata-rata posttest lebih tinggi (90,92) dibandingkan kelas kontrol (84,55), N-Gain kategori sedang (0,5606), perbedaan signifikan (p < 0,001), effect size sangat besar (3,48), serta respons siswa positif (77,35%). Penelitian ini berkontribusi dengan menawarkan model konseptual yang menjelaskan mekanisme integrasi cerita filosofis dalam memperkuat efektivitas role play untuk meningkatkan maharah kalam.
Copyright (c) 2026 Faiqotul Millah, Lailatul Mathoriyah (Author) https://creativecommons.org/licenses/by/4.0
From interfaith harmony to religious moderation education: A conceptual model from the Jetayu area, Pekalongan, Indonesia
Interfaith harmony has been widely examined as a form of social cohesion; however, its role as a foundation for religious moderation education within multicultural public spaces remains underexplored. This study aims to analyze interfaith harmony practices in the Jetayu Area, Pekalongan City, as a basis for religious moderation education through the perspective of the four pillars of religious moderation. A qualitative case study approach was employed using observation, in-depth interviews with seven informants, document analysis, and the interactive analysis model of Miles, Huberman, and Saldaña. The findings reveal that interfaith communication, shared public space management, community participation, and local cultural values foster interfaith harmony that internalizes national commitment, tolerance, anti-violence, and accommodation toward local culture. This study contributes by proposing the conceptual model Religious Moderation Education through Interfaith Harmony in Public Multicultural Space as a new perspective for developing community-based religious moderation education. Abstrak Harmoni lintas iman telah banyak dikaji sebagai bentuk kerukunan sosial, namun perannya sebagai basis pendidikan moderasi beragama di ruang publik multikultural masih belum banyak dijelaskan. Penelitian ini bertujuan menganalisis praktik harmoni lintas iman di Kawasan Jetayu, Kota Pekalongan, sebagai basis pendidikan moderasi beragama melalui perspektif empat pilar moderasi beragama. Penelitian ini menggunakan pendekatan kualitatif dengan desain studi kasus melalui observasi, wawancara mendalam terhadap tujuh informan, studi dokumentasi, serta dianalisis menggunakan model analisis interaktif Miles, Huberman, dan Saldaña. Hasil penelitian menunjukkan bahwa komunikasi lintas iman, pengelolaan ruang publik bersama, partisipasi masyarakat, dan nilai budaya lokal membentuk harmoni lintas iman yang menginternalisasi komitmen kebangsaan, toleransi, anti-kekerasan, serta sikap akomodatif terhadap budaya lokal. Penelitian ini berkontribusi dengan menawarkan model konseptual Religious Moderation Education through Interfaith Harmony in Public Multicultural Space sebagai perspektif baru dalam pengembangan pendidikan moderasi beragama berbasis masyarakat.
Copyright (c) 2026 Lidya Arafah, Dini Valencia Kholifatun Khasanah, Navilatul Maimunah, Abidatul Dhulkamala, Mutiara Aqila, Zalfa Zahirotul Jannah, Elok Nailuna, Farah Amelia Efendi, Ika Ismatul Hawa, Arditya Prayogi (Author) https://creativecommons.org/licenses/by/4.0
Towards the alignment of conceptual mastery and teaching practice competence: A case study in vocational education
The alignment between conceptual mastery and teaching practice competence has rarely been examined in small classes through individual pattern analysis, leaving their relationship insufficiently understood. This study aimed to identify the alignment pattern between students' conceptual mastery and teaching practice competence in vocational education. A case study approach with qualitative analysis following the Miles, Huberman, and Saldaña model was employed using participation, assignment, midterm examination, and micro teaching assessment data. The findings revealed that all students with complete data demonstrated a positive alignment pattern, with teaching practice scores consistently exceeding conceptual mastery scores by 7–10 points. These results indicate that conceptual understanding develops into teaching competence through learning that integrates theory with authentic teaching practice. This study also proposes a conceptual model explaining the relationship among conceptual mastery, teaching practice competence, pedagogical implications, assessment improvement, and educational quality in vocational education. Abstrak Keselarasan antara penguasaan konsep dan kompetensi praktik mengajar masih jarang dikaji pada kelas berukuran kecil melalui analisis pola individu, sehingga hubungan keduanya belum dipahami secara komprehensif. Penelitian ini bertujuan mengidentifikasi pola keselarasan antara penguasaan konsep dan kompetensi praktik mengajar mahasiswa dalam pembelajaran kejuruan. Penelitian menggunakan pendekatan studi kasus dengan analisis kualitatif model Miles, Huberman, dan Saldaña terhadap data partisipasi, tugas, UTS, dan micro teaching (UAS). Hasil penelitian menunjukkan bahwa seluruh mahasiswa dengan data lengkap memiliki pola keselarasan positif, ditandai oleh capaian praktik yang secara konsisten lebih tinggi daripada capaian konseptual dengan selisih 7–10 poin. Temuan ini menunjukkan bahwa penguasaan konsep berkembang menjadi kompetensi praktik melalui pembelajaran yang mengintegrasikan teori dan pengalaman mengajar. Penelitian ini juga menghasilkan model konseptual yang menjelaskan hubungan antara penguasaan konsep, kompetensi praktik, implikasi pedagogis, pengembangan asesmen, dan peningkatan kualitas pendidikan kejuruan.
Copyright (c) 2026 Hafid Rahmandan, Retno Eka Pramitasari, Nahindi Putra Gitama (Author) https://creativecommons.org/licenses/by/4.0
Transforming mathematical representations: A process-based analysis of junior high school students' problem solving
Mathematical representation is an essential competency in mathematics learning because it enables students to transform information into visual, symbolic, and verbal forms throughout the problem-solving process. However, previous studies have primarily focused on assessing the achievement of representation indicators, providing limited insight into how representation transformation occurs and at which stage errors begin to emerge. This study aims to analyze junior high school students' mathematical representation transformation during problem solving on circle topics. A descriptive qualitative approach was employed involving three eighth-grade students purposively selected from high, medium, and low representation ability categories based on the results of a mathematical representation test. Data were collected through a four-item mathematical representation test and students' written work, then analyzed descriptively. The findings revealed that the greatest difficulty occurred in transforming visual representation into symbolic representation, which subsequently affected verbal representation and problem verification. This study proposes a mathematical representation transformation model consisting of problem comprehension, visual representation, symbolic representation, verbal representation, and problem verification, providing a conceptual contribution to understanding students' mathematical thinking processes. Abstrak Kemampuan representasi matematis merupakan kompetensi penting dalam pembelajaran matematika karena membantu siswa mentransformasikan informasi ke dalam bentuk visual, simbolik, dan verbal selama proses penyelesaian masalah. Namun, sebagian besar penelitian terdahulu lebih berfokus pada pengukuran ketercapaian indikator representasi sehingga belum banyak mengungkap bagaimana proses transformasi representasi berlangsung dan pada tahapan mana kesalahan mulai muncul. Penelitian ini bertujuan menganalisis transformasi representasi matematis siswa SMP dalam proses penyelesaian masalah pada materi lingkaran. Penelitian menggunakan pendekatan kualitatif deskriptif dengan melibatkan tiga siswa kelas VIII yang dipilih secara purposive dari kategori kemampuan tinggi, sedang, dan rendah berdasarkan hasil tes kemampuan representasi matematis. Data diperoleh melalui tes tertulis dan dokumentasi hasil pekerjaan siswa, kemudian dianalisis secara deskriptif. Hasil penelitian menunjukkan bahwa hambatan terbesar terjadi pada transformasi visual representation menuju symbolic representation, yang selanjutnya memengaruhi verbal representation dan problem verification. Penelitian ini menghasilkan model transformasi representasi matematis yang terdiri atas problem comprehension, visual representation, symbolic representation, verbal representation, dan problem verification sebagai kontribusi konseptual dalam menjelaskan proses berpikir matematis siswa.
Copyright (c) 2026 Prasita Manginar Tesalonika Napitupulu, Friska Ledina Situngkir (Author) https://creativecommons.org/licenses/by/4.0
Mapping students' mathematical reasoning ability in solving systems of linear equations in two variables based on NCTM indicators
Abstract Mathematical reasoning is an essential competency in mathematics education because it enables students to understand concepts, construct logical arguments, and solve problems effectively. This study aimed to analyze the mathematical reasoning ability of ninth-grade students in solving SLETV problems based on the five reasoning indicators proposed by the National Council of Teachers of Mathematics (NCTM). A descriptive quantitative approach was employed involving 30 ninth-grade students of SMP Negeri 1 Baktiraja. Data were collected using essay tests and analyzed through descriptive statistics based on percentage achievement. The findings revealed that mathematical manipulation achieved the highest percentage (50.00%), whereas providing mathematical justification (26.67%) and verifying solutions (20.00%) were the weakest indicators. These results indicate that students' reasoning remains predominantly procedural rather than argumentative and reflective. The novelty of this study lies in developing a comprehensive profile of students' mathematical reasoning based on NCTM indicators and proposing two conceptual models, namely the Conceptual Hierarchy of Mathematical Reasoning Ability and the Reasoning Pathway in Solving SLETV Problems, to explain the characteristics of students' mathematical reasoning. Abstrak Kemampuan penalaran matematis merupakan kompetensi esensial dalam pembelajaran matematika karena mendukung siswa dalam memahami konsep, menyusun argumentasi, dan menyelesaikan masalah secara logis. Penelitian ini bertujuan menganalisis kemampuan penalaran matematis siswa kelas IX pada materi SPLDV berdasarkan lima indikator National Council of Teachers of Mathematics (NCTM). Penelitian menggunakan pendekatan deskriptif kuantitatif dengan subjek 30 siswa kelas IX SMP Negeri 1 Baktiraja, sedangkan data dikumpulkan melalui tes uraian dan dianalisis menggunakan statistik deskriptif berbasis persentase. Hasil penelitian menunjukkan bahwa kemampuan melakukan manipulasi matematika memperoleh persentase tertinggi (50,00%), sedangkan kemampuan memberikan alasan atau bukti (26,67%) dan memeriksa kebenaran solusi (20,00%) menjadi indikator terendah. Temuan ini menunjukkan bahwa kemampuan siswa masih didominasi aspek prosedural dibandingkan argumentatif dan reflektif. Penelitian ini berkontribusi melalui penyusunan profil kemampuan penalaran matematis berdasarkan indikator NCTM serta pengembangan model konseptual Conceptual Hierarchy of Mathematical Reasoning Ability dan Reasoning Pathway in Solving SPLDV Problems sebagai sintesis hasil penelitian.
Copyright (c) 2026 Mei Yanti Purba, Friska Ledina Situngkir (Author) https://creativecommons.org/licenses/by/4.0
Developing Journey in Integria: A web-based educational application for conceptual learning of integer operations
Integer operation learning media are still predominantly based on static representations that provide limited support for students’ conceptual understanding, while web-based instructional media integrating dynamic visualization and interactivity remain relatively limited. This study aims to develop Journey in Integria, a web-based educational application for learning integer operations using HTML, CSS, and JavaScript. The research employed the Luther-Sutopo multimedia development model consisting of concept, design, material collecting, assembly, testing, and distribution, while functional evaluation was conducted through Black Box Testing. The results demonstrate that the application successfully integrates dynamic number-line visualization, character animation, step-by-step solution logs, and interactive input features into a browser-based learning environment accessible across multiple devices without additional installation. All application functions operated according to the predefined specifications, and the application was successfully deployed through GitHub Pages for public access. This study contributes a web-based instructional medium that has the potential to support conceptual understanding of integer operations through integrated visualization and interactive learning experiences. Abstrak Media pembelajaran operasi bilangan bulat umumnya masih didominasi oleh representasi statis sehingga kurang mampu memfasilitasi pemahaman konseptual, sementara pengembangan media berbasis web yang mengintegrasikan visualisasi dinamis dan interaktivitas masih relatif terbatas. Penelitian ini bertujuan mengembangkan aplikasi Journey in Integria sebagai media pembelajaran operasi bilangan bulat berbasis HTML, CSS, dan JavaScript. Penelitian menggunakan metode pengembangan multimedia Luther-Sutopo yang meliputi tahap concept, design, material collecting, assembly, testing, dan distribution, sedangkan pengujian dilakukan menggunakan Black Box Testing. Hasil penelitian menunjukkan bahwa aplikasi berhasil mengintegrasikan visualisasi garis bilangan, animasi karakter, log penyelesaian bertahap, serta panel input interaktif dalam satu platform berbasis web yang dapat diakses melalui berbagai perangkat tanpa instalasi tambahan. Seluruh fitur berfungsi sesuai spesifikasi yang dirancang dan aplikasi dipublikasikan melalui GitHub Pages sehingga siap dimanfaatkan sebagai media pembelajaran. Penelitian ini berkontribusi dengan menghadirkan media pembelajaran berbasis web yang berpotensi mendukung pemahaman konseptual operasi bilangan bulat melalui visualisasi dan interaktivitas yang terintegrasi.
Copyright (c) 2026 Rino Sinus Pandanu (Author) https://creativecommons.org/licenses/by/4.0
Conceptualizing spiritual resilience: A framework for student character formation in Islamic religious education
Strengthening students' character through Islamic Religious Education has become increasingly important amid contemporary moral and spiritual challenges; however, studies integrating the concept of spiritual resilience with the perspective of Islamic education remain limited. This study aims to analyze the concept of spiritual resilience in Islamic Religious Education and its contribution to students' character formation. A qualitative approach employing a library research method was adopted through content analysis of relevant scholarly literature. The findings indicate that spiritual resilience is a multidimensional construct developed through the internalization of tazkiyat al-nafs, ṣabr, tawakkul, and shukr, which strengthens students' emotional stability, moral integrity, adaptive behavior, and personal responsibility. Furthermore, this study proposes a conceptual framework integrating resilience psychology with Islamic epistemology as a foundation for developing a more holistic approach to character education within Islamic Religious Education. Abstrak Penguatan karakter peserta didik melalui Pendidikan Agama Islam semakin penting di tengah berbagai tantangan moral dan spiritual pada era kontemporer, namun kajian yang mengintegrasikan konsep resiliensi spiritual dengan perspektif pendidikan Islam masih relatif terbatas. Penelitian ini bertujuan menganalisis konsep resiliensi spiritual dalam Pendidikan Agama Islam serta kontribusinya terhadap pembentukan karakter peserta didik. Penelitian menggunakan pendekatan kualitatif dengan metode library research melalui analisis isi terhadap berbagai literatur yang relevan. Hasil penelitian menunjukkan bahwa resiliensi spiritual merupakan konstruk multidimensional yang dibangun melalui internalisasi nilai tazkiyat al-nafs, ṣabr, tawakkul, dan shukr, sehingga mampu memperkuat stabilitas emosional, integritas moral, perilaku adaptif, serta tanggung jawab peserta didik. Selain itu, penelitian ini menghasilkan kerangka konseptual yang mengintegrasikan perspektif psikologi resiliensi dengan epistemologi Islam sebagai landasan pengembangan pendidikan karakter yang lebih holistik dalam Pendidikan Agama Islam.
Copyright (c) 2026 Mendy Harmoko, Ani Ulfiana Latifah, Aisatun Nafisa, Jakaria Umro (Author) https://creativecommons.org/licenses/by/4.0
Beyond arithmetic skills: integrating interactive learning, gradual practice, and reward systems to foster children’s numeracy development
Mathematics learning continues to face challenges related to low student engagement, motivation, and conceptual understanding of basic arithmetic operations. This study aims to analyze the implementation of an integrated numeracy learning approach combining interactive learning, gradual practice activities, and a reward system to improve children’s numeracy skills and learning motivation. This study employed a descriptive qualitative approach supported by simple quantitative data obtained through participant observation, initial and final assessments, and documentation involving 18 children aged 5–12 years in Peganjaran Village. The findings revealed that the implemented learning approach contributed to improvements in learning engagement, self-confidence, numeracy skills, and learning persistence. These improvements were reflected in children’s increased willingness to participate, shifts in problem-solving strategies from procedural approaches toward conceptual understanding, and the development of learning motivation through an effort-oriented reward system. These findings indicate that integrating interactive learning, gradual practice, and a proportional reward system can establish a more active, enjoyable, and developmentally appropriate numeracy learning environment. Abstrak Pembelajaran matematika masih sering menghadapi tantangan berupa rendahnya keterlibatan, motivasi, dan pemahaman konseptual peserta didik terhadap operasi hitung dasar. Penelitian ini bertujuan untuk menganalisis implementasi pembelajaran numerasi berbasis pembelajaran interaktif, latihan bertahap, dan reward system dalam meningkatkan kemampuan numerasi serta motivasi belajar anak. Penelitian ini menggunakan pendekatan kualitatif deskriptif dengan dukungan data kuantitatif sederhana yang diperoleh melalui observasi partisipatif, asesmen awal dan akhir, serta dokumentasi terhadap 18 anak usia 5–12 tahun di Desa Peganjaran. Hasil penelitian menunjukkan bahwa pendekatan pembelajaran yang diterapkan mampu meningkatkan keterlibatan belajar, kepercayaan diri, kemampuan numerasi, dan ketekunan anak. Peningkatan tersebut terlihat dari keberanian anak dalam berpartisipasi, perubahan strategi penyelesaian masalah dari prosedural menuju pemahaman konseptual, serta berkembangnya motivasi belajar melalui reward system yang berorientasi pada usaha dan perkembangan individu. Temuan ini menunjukkan bahwa integrasi pembelajaran interaktif, latihan bertahap, dan reward system mampu menciptakan lingkungan belajar numerasi yang lebih aktif, menyenangkan, dan sesuai dengan kebutuhan perkembangan anak.
Copyright (c) 2026 Nadia Rahmadani, Difa’ul Fikri Jayyid, Abubakar Siddiq Uba (Author) https://creativecommons.org/licenses/by/4.0