Journal La Edusci

Modeling and Optimizing Strategies for Strengthening PKBM Sustainability

2026-06-08T11:45:44+07:00

This study aimed to develop strategies for strengthening the sustainability of Community Learning Centers or PKBM by examining the direct and indirect effects of servant leadership, organizational climate, Organizational Citizenship Behavior, and the effectiveness of education and training. This study employed a quantitative correlational approach involving 165 heads and tutors from 39 PKBM units in East Bogor Regency. Data were collected through a structured questionnaire and analyzed using descriptive statistics, prerequisite tests, path analysis, and SITOREM analysis. The findings showed that servant leadership, organizational climate, Organizational Citizenship Behavior, and the effectiveness of education and training had positive direct effects on PKBM sustainability. Servant leadership and organizational climate also had indirect effects on PKBM sustainability through Organizational Citizenship Behavior and the effectiveness of education and training. The SITOREM analysis identified several indicators requiring priority improvement, including conceptualization, forward looking orientation, satisfaction with activities, meeting community needs, development and empowerment, availability of teaching staff, PKBM development, and work mechanisms. These findings indicate that PKBM sustainability is shaped not only by leadership and organizational conditions, but also by voluntary work behavior and continuous human resource development. The study recommends strengthening servant leadership, improving organizational climate, enhancing tutors’ extra role behavior, and designing more relevant education and training programs to support the long term sustainability of PKBM.

Development of Interactive Digital Modules Based on Local Wisdom of Gandrung Lombok Dance on Plane Figures Material

2026-06-08T13:04:48+07:00

Integrating cultural contexts into mathematics learning has increasingly been recognized as an effective strategy to enhance students’ conceptual understanding and engagement. However, the incorporation of local cultural resources into digital learning media remains limited, particularly in mathematics education. This study aims to develop an interactive digital learning module based on the local wisdom of the Gandrung Lombok dance to support the teaching of plane geometry concepts. The research employed a Research and Development approach using the ADDIE model, which includes the stages of analysis, design, development, implementation, and evaluation. The study involved 32 third-semester students of the Primary School Teacher Education Program at Universitas Islam Negeri Mataram. Data were collected using expert validation sheets and user response questionnaires and were analyzed using quantitative descriptive analysis through percentage calculations. The results indicate that the developed module is highly feasible for instructional use. Expert validation of the learning material reached 95.83%, while media validation achieved 92.86%, both categorized as highly feasible. Lecturer response reached 95.25%, while student response reached 98.50%, indicating a very high level of user acceptance. These findings demonstrate that integrating cultural elements from the Gandrung Lombok dance into a digital learning module has strong pedagogical potential to support plane geometry learning while providing a culturally relevant and contextual learning experience.

The Role of the Subulussalam City Community Care Movement in Instilling Islamic Educational Values among First-Time Voters

2026-06-19T15:39:27+07:00

The increasing number of first-time voters presents both opportunities and challenges for local democracy, particularly in Muslim-majority societies. First-time voters are often vulnerable to unethical political practices due to limited experience and political literacy. This study examines the role of the Gerakan Masyarakat Peduli Kota Subulussalam (GEMAPKOS) in internalizing Islamic educational values among first-time voters in Subulussalam City, Indonesia. Employing a qualitative case study approach, data were collected through in-depth interviews, participant observation, and document analysis involving community leaders, educators, youth participants, and organizational actors. The findings reveal that GEMAPKOS systematically instills core Islamic values such as aqidah, ibadah, akhlak, amanah, shidiq, fathanah, ukhuwah, and responsibility through structured mechanisms, including habituation, role modeling, dialogic learning, social engagement, and formal codification. These processes contribute to the formation of an Islamic political habitus characterized by honesty, critical awareness, discipline, and ethical responsibility in political participation. The study highlights the strategic role of local civil society organizations in bridging Islamic moral education and democratic practice, offering an empirically grounded model for strengthening ethical political participation among first-time voters.

Islamic Counseling and Educational Integration: A Holistic Model from Indonesian Pesantren

2026-06-19T15:39:26+07:00

The dominance of Western-centric paradigms in mental health and educational counseling has often marginalized spiritual and communal dimensions that are essential to non-Western societies. This study aims to examine the integration of Islamic counseling and education within the unique educational ecosystem of Indonesian pesantren, focusing on three modern institutions: Darul Arafah Raya, Nurul Hikmah An-Nahdly, and Darul Ihsan in North Sumatra. Employing a qualitative multiple case study design, data were collected through in-depth interviews, participant observation, and document analysis to explore how counseling is embedded within educational practices. The findings reveal that Islamic counseling is not implemented as a separate service but is systematically integrated into the educational process, encompassing classroom learning, dormitory life, and religious activities. This integration fosters a holistic model of student development that combines spiritual, emotional, and social dimensions. Core values such as sabr (patience), tawakkal (reliance on God), and muhasabah (self-reflection) function as pedagogical tools for emotional regulation and character formation, continuously reinforced through structured programs and daily interactions. The effectiveness of this model is further supported by institutional synergy among kyai, teachers, counselors, and dormitory supervisors, creating a comprehensive and collaborative educational environment. Unlike conventional Western approaches that tend to separate counseling from instructional processes, this model represents a proactive and value-driven framework that integrates counseling into the core of educational practice. The study concludes that the integration of Islamic counseling and education offers a culturally responsive and sustainable approach to holistic student development, contributing to the broader discourse on decolonizing educational and counseling practices.

Implementation of TPACK-Integrated Problem-Based Learning to Improve Students' Higher-Order Thinking Skills on Newton's Laws

2026-06-19T15:39:24+07:00

The low Higher Order Thinking Skills of Indonesian students in Physics lessons encouraged the conduct of this quasi experimental research to investigate the influence of the problem based learning model integrated with technological pedagogical content knowledge on newton's law material. Involving 65 MAN 1 Jambi City students divided into three groups, the results of the kruskal wallis test showed a significant difference (p=0.000) with the technological pedagogical content knowledge integrated problem based learning experimental group achieving the highest average score (90.45) compared to the problem based learning group alone (81.36) and control (75.91). The integration of technologies such as PhET simulation and google sites has been proven to be significantly more effective in improving students' evaluation and creation skills. This study concludes that the combination of problem-based pedagogy with technological proficiency is the main key in transforming learning from memorization into critical and creative self discovery to face the digital era.

Implementation of Academic Cultural Values in Student Campus Life: A Study

2026-06-23T10:15:50+07:00

This study examines the implementation of academic cultural values in student campus life at the State Islamic Institute (IAIN) Takengon, Aceh Tengah, Indonesia. Academic culture plays an important role in shaping students’ attitudes, behaviors, and intellectual development within higher education institutions. This research aims to analyze how academic norms, academic activities, and academic works are implemented among students in order to create a productive academic environment. The study employed a qualitative research design with a phenomenological approach. Data were collected through in-depth interviews, non-participant observations, and document analysis involving university leaders, faculty members, and students. The data were analyzed using the interactive model of Miles and Huberman, which includes data condensation, data display, and conclusion drawing. The findings reveal that the implementation of academic culture at IAIN Takengon is carried out through several strategies, including the socialization of academic regulations through student orientation programs, the role modeling of academic behavior by lecturers and university leaders, and the integration of academic norms in daily learning activities. In addition, the development of academic literacy, the ethical use of digital technology and social media, and the promotion of academic activities such as seminars, workshops, research collaboration, and student organizational involvement contribute to strengthening academic culture among students. Institutional support, adequate academic facilities, and active participation of lecturers and students were identified as key factors supporting the development of academic culture, although challenges related to student motivation and engagement remain.

Development of the KALISAD Application to Improve Structured Sentence Writing Skills among Deaf Students

2026-06-24T11:32:09+07:00

Children with hearing impairments often experience barriers in accessing language, which affects their mastery of grammar and sentence structure. These limitations make it difficult for deaf students to construct sentences according to Subject, Predicate, Object, and Complement/Adverbial (SPOK) patterns. In addition, conventional learning methods often reduce students’ interest and make it difficult for them to understand sentence structure properly. Therefore, digital learning media are needed to support visual-based learning that suits the characteristics of deaf students. This study aimed to develop the KALISAD application to improve structured sentence writing skills among deaf students and to facilitate a more interactive, attractive, and understandable learning process. This research employed a research and development (R&D) design using the ADDIE model, which consists of analysis, design, development, implementation, and evaluation stages. The study used a pretest-posttest approach with quantitative data analysis. The subjects were eight deaf students at the senior high school level of SLB A. Data were collected through observation, interviews, tests, expert validation sheets, and practicality questionnaires. The validation results showed that the KALISAD application was very valid and feasible for use. The instrument validation reached 94.59%, material expert validation 93.18%, media expert validation 94.38%, and deaf education expert validation 96.88%. The practicality score was 88.89%, indicating that the application was practical to use. The effectiveness test using the N-Gain formula showed an average score of 0.42, categorized as moderate. These findings indicate that the KALISAD application is effective, practical, interactive, and appropriate for improving structured sentence writing skills among deaf students.

Artificial Intelligence in Education: Opportunities, Challenges, and Implications for Future Learning

2026-06-25T14:09:11+07:00

The development of Artificial Intelligence (AI) has significantly influenced educational transformation by supporting more adaptive, flexible, interactive, and personalized learning. This study aims to analyze the utilization of AI in education, identify its opportunities and challenges, and explain its implications for future learning. This research employed a qualitative approach with a library research design. Data were obtained from scientific journal articles, books, book chapters, proceedings, and relevant academic sources discussing AI in education. The selected literature was mainly focused on recent publications and was analyzed using qualitative descriptive analysis through data reduction, data presentation, and conclusion drawing. Source triangulation was applied to strengthen the credibility of the findings. The results show that AI is utilized in education through adaptive learning systems, intelligent tutoring systems, educational chatbots, automated assessment, learning analytics, and interactive digital media. AI provides opportunities to support personalized learning, improve learning efficiency, expand access to education, strengthen digital literacy, and develop 21st-century skills. However, its implementation also faces challenges, including limited technological infrastructure, low teacher digital competence, digital inequality, academic ethics issues, data privacy concerns, technology dependence, and reduced social interaction. The study also indicates that AI changes the roles of teachers and students, where teachers are increasingly positioned as facilitators, mentors, learning designers, and ethical guides, while students are encouraged to become more independent, critical, and digitally literate learners. Therefore, AI should be integrated into education as a supporting tool that strengthens, rather than replaces, human-centered learning. Its implementation requires adequate infrastructure, continuous teacher training, ethical regulation, and responsible digital literacy development.

The Effect of Climate Change Literacy on Pro-Environmental Behavior Intention of Teachers

2026-06-26T14:00:49+07:00

Climate change poses significant environmental and social risks, particularly in developing countries such as Indonesia. Education plays a strategic role in strengthening climate awareness and encouraging pro-environmental behavior, with teachers serving as key agents in shaping students’ knowledge, attitudes, and daily practices. This study examined the relationship between climate change literacy and pro-environmental behavior intention among teachers at the Al-Ashriyyah Nurul Iman Islamic Boarding School Foundation in Bogor. A quantitative cross-sectional survey design was employed involving 120 active teachers from elementary, junior high, and senior high school levels. Climate change literacy was measured through three dimensions: knowledge of causes, knowledge of impacts, and knowledge of actions/mitigation, while pro-environmental behavior intention was measured through items related to energy saving, water conservation, waste management, paper reduction, and recycling practices. Data were analyzed using descriptive statistics, Pearson correlation, and multiple linear regression. The findings show that teachers demonstrated stronger agreement with direct causes of climate change, locally perceived impacts, and low-cost mitigation actions. Correlation analysis indicated that all dimensions of climate change literacy were positively associated with pro-environmental behavior intention, with knowledge of actions/mitigation showing the strongest relationship, followed by knowledge of impacts and knowledge of causes. Regression analysis further showed that knowledge of actions/mitigation and knowledge of impacts significantly predicted pro-environmental behavior intention, while knowledge of causes was not a significant predictor when the other dimensions were included in the model. These findings suggest that climate change education for teachers should move beyond scientific explanations of causes and emphasize contextual impacts and applicable mitigation practices.