Theses - Education

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https://hdl.handle.net/20.500.14576/32

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Open Access
The role of school leadership in improving the quality of teaching and learning : the case study of the Gambia's basic and secondary education
(Universitas Islam Internasional Indonesia, 2023) Barrow, Abdou; Didin Syafruddin; Lukman Nul Hakim
Quality in education has been the central tenant in most educational policies in the globe, including the Gambia. Thus, leadership has been perceived as a critical agency for ushering in that quality through various means. As a result, scholars in education and related fields have extensively explored the parallel between the two, including this study. Hence this thesis investigates the role of school leadership in improving the quality of teaching and learning, focusing on the Gambia’s Ministry of Basic and Secondary Education as a case. Schools in the lower basic category under this ministry were selected as participants hoping to understand leadership at the elementary level. The study aims to contribute to leadership discussion in the educational leadership discipline by providing Gambian context. Given that school leadership in connection to teaching and learning needs to be studied more in the Gambia, I hope to add to the existing literature on leadership through this thesis. I hope to provide a context for MoBSE on the nature of school leadership in elementary schools and how it relates to teaching and learning. In addition, I propose a framework that could help school leaders in their quest for school improvement. Furthermore, the study adopts a multidisciplinary approach using a sociological lens to explore the case. In doing so, I viewed schools as a social system encompassing agents and structures. As a result, I used the Realist social theory to guide the analysis process. This theory enables the researcher to explore the interplay between agency and structure (structure and culture). In light of this, the study used a qualitative research approach based on a case study design in order to investigate and provide comprehensive information on the context and dynamics of school leadership in the chosen primary schools. A purposive sampling technic was used to carefully select the participating schools in this study in consultation with the Regional Education Directorate Five South. The directorates database was accessed to identify performing and underperforming schools in the region using NAT and BTA as a yardstick. Furthermore, various data collection method was used, including interview, focus group discussion, observation, and document review. These methods allow me to comprehensively explore school leaders' and teachers’ experiences, perspectives, and practices in relation to teaching and learning in the selected schools. To analyze the data collected from the above sources, the study adopts thematic analysis to identify and interpret key themes connected to school leadership and its contribution to teaching and learning. Based on the evidence gathered through different data sources, I came up with the following conclusion. First, school leadership contributes immensely to improving quality teaching and learning coupled with the involvement of relevant stakeholders like SMC, mothers’ clubs, parents, and RED through cluster monitors. This suggests that, despite leadership having the potential to improve quality in the instructional process, they will be limited if they exclude the above mention partners in the process. Second, professional development is essential to equip teachers with more sophisticated and advanced pedagogies for improved instructional processes. Schools offering regular and required professional development opportunities have registered success in their instructional practices, eventually resulting in better performance. Third, organizational structures developed by the leadership were more helpful in addressing existing structural and cultural problems, while those inherited could not effect meaningful changes. Finally, several factors informed the leadership orientations and decision-making process of leaders in the participating schools, including cultural, social, and religious. Given that the study includes only four schools using a qualitative approach as the investigative method, the study’s findings are limited to the participating schools. Therefore, the study’s findings cannot be generalized, which is considered one of the limitations of this study. As a result, I recommend that future researchers use more generalizable methods to provide a broader context to the subject. This could be done by choosing a more diverse sample; preferably, a quantitative approach would suffice. By adopting a quantitative approach, they could take samples across the board and examine leadership roles relating to teaching and learning. Yet still, if they wish to maintain a qualitative approach, I recommend adopting an ethnographic method. This will give them more time to directly observe the participants to gather in-depth information for more relatable conclusions.
Open Access
Principal's leadership styles in implementing non-academic programs : a case study of a private senior high school in Indonesia
(Universitas Islam Internasional Indonesia, 2023) Dhian Sintapertiwi; Charyna Ayu Rizkyanti; Nina Nurmila
Education field has shown great interest in the scope of school leadership. Many education stakeholders begin to see the figure of the school principals as a determinant of the success of a school. However, school success is not easy due to the multilayered roles and challenges that principals face daily. One of the principals’ priorities is to fulfill the students’ needs. In practice, academic achievement is not the only thing that students concern. Particularly at the senior high level, completing school is not the only thing in students’ minds. Students begin to think about their future after graduation. Numerous life choices have the potential to be a heavier burden such as thinking about what to do after school, worrying about university, and wondering about career. In this regard, non-academic programs that emphasize selfpotential development at school play an important role. In Indonesia, the non-academic programs provided for self-potential development purposes at all levels of education are stated in the Peraturan Menteri Pendidikan dan Kebudayaan Republik Indonesia (Permendikbud) No. 62 Year 2014 for extracurricular and No. 111 Year 2014 for Bimbingan Konseling (BK). The way principals implement the school programs can be seen in how they adopt leadership styles. Even though leadership styles sound familiar as principals’ daily practice, a deep understanding of this topic is still lacking. Moreover, not much research has been shed on the topic of school non-academic programs. This study aims to (1) Find out the non-academic programs provided by the school to support students’ needs (2) Explore the leadership style practiced by the principal to running the non-academic programs provided by the school to support students’ non-academic needs. (3) Explain the principal’s strategies in overcoming the challenges faced by the school in implementing the non-academic programs, and (4) Elaborate the efforts that can be carried out by the principal to improve the ongoing leadership style for the non-academic school programs’ improvement in the future. This study employed a Qualitative case study approach. The participants in this study were one school principal, one curriculum assistant, one Bimbingan Konseling (BK) teacher, one extracurricular coordinator, one student, and one parent from one selected private senior high school in Depok, Indonesia. Semi-structured interviews, school activity observations, and school document analysis were conducted to collect data. The data was analyzed thematically through several steps such as getting familiar with the data, generating the codes, constructing the themes, reviewing for any possible themes, naming the themes, and producing the reports. The findings from this study showed: (1) Extracurricular and BK are non-academic programs provided in the school which consist of programs that are held outside the classroom learning hours, programs that highlight noncognitive outcomes, and programs that uphold Multiple Intelligence (MI), (2) The principal at the selected school adopted the Participative leadership style in running the extracurricular program and the Laissez-faire (Delegative) leadership style in running the BK program, (3) The principal applied a tiered support system to overcome the constraints and weaknesses of the extracurricular and BK programs at the selected school, and (4) The principal’s initiative to enrich knowledge regarding the two non-academic programs emerged as the theme for improving the current leadership style in the selected school of this study. Based on the above findings, this study recommends further exploration of principals’ leadership styles in implementing non-academic programs at varied levels of education since students at different levels of education have different needs.
Open Access
Exploring student's perspectives on the benefits and challenges on the adaption of the Internet of Things : a case study in an Indonesian University
(Universitas Islam Internasional Indonesia, 2023) Cut Manda Sari; Destina Wahyu Winarti; Bambang Sumintono
The 21st century is a century characterized by a vision and mission that emphasizes technology applications in organizing human activities. Currently, many Indonesian universities have begun to integrate, incorporate and adopt the IoT applications and devices into their academic programs. However, there are limited scientific discussions and research on IoT implementation in education within Indonesian University pose an opportunity for further exploration and advancement in this area. This study aims to address this gap by investigating students' perspectives on the benefits and challenges of IoT implementation in higher education, specifically, the research focuses on a university that have integrated and utilized IoT to support students in their academic processes. This research utilized a qualitative case study design to conduct a comprehensive analysis of students' perspectives on IoT applications. The survey findings indicate that students express a significant level of satisfaction with IoT services in terms of benefits such as quicker access to resources and improved research and learning experiences. The adoption of smart boards in classrooms enhances learning effectiveness and creates a dynamic environment. Students recognize the importance of technological fluency and a digital mindset and appreciate user-friendly interfaces. owever, challenges include the lack of clear guidelines, unstable internet connectivity, and system errors. Furthermore, students also recognize the importance of technological fluency and the development of strong technical skills to adapt to the advancements in technology. Students also highlight the positive impact of IoT on classroom management, collaborative learning, and skill development. IoT devices contribute to an easy and efficient learning process, sparking curiosity and motivation. IoT tools improve academic tasks, access to information, and overall achievements. While some challenges exist, personal exploration, peer assistance, and attending workshops help overcome them. Expectations revolve around comprehensive education, improved system quality, and expanded IoT integration. In conclusions, it is recommend adopt a technology system that facilitates the assessment of these perceptions. By using a technology system, organizations can collect data and insights from staff IT members through surveys, interviews, or other feedback mechanisms.
Open Access
Exploring the implementation of the new literacy policy in primary schools in Indonesia a case study
(Universitas Islam Internasional Indonesia, 2023) Asep Ropiudin; Charyna Ayu Rizkyanti; Tati Lathipatud Durriyah
Nurturing literacy skills in the early years has been extensively studied and demonstrated to contribute to children's success in the later stages of life. The importance of literacy invites government initiatives to provide research-based literacy programs at schools. However, most of literacy reform initiatives reported to have many issues. While similar literacy initiatives have been massively implemented globally, the literature suggests the issues range from the formulation to the implementation process. Therefore, the more comprehensive approach to see the literacy policy is needed to understand the complexity of the process. This study aims to explore the implementation of literacy policy in the context of Indonesian primary schools. The research questions focus on understanding the factors influencing the formulation of the literacy policy, the conceptualization of literacy in policy documents, and how teachers implement the literacy policy, including their knowledge and perception, their practices, and the challenges they encounter when implementing the policy. Since the study is explorative in nature, this study utilizes a qualitative case study design. The data collection method includes document analysis of policy documents related to the current literacy policies, semi-structured interviews with policymakers, and questionnaire and semi-structured interviews with teachers. The data were analyzed using the thematic analysis method. The finding from the study reveals the historical context and factors leading to the formulation of the current literacy policies in Indonesia. Besides, how the conception of literacy intersects with the current literacy research was presented by analyzing the policy documents. Finally, the study highlighted teachers’ practices and discussed the unintended consequences related to inequity in access to knowledge and resources. While the government has prioritized literacy to be embed across curriculum in Indonesian primary schools, teachers’ challenges need to be addressed to ensure successful implementation.
Open Access
Gender, female principalship, and student's achievements : a case study of a female principal leading an Islamic school
(Universitas Islam Internasional Indonesia, 2023) Difa Mahya Zahara; Didin Syafruddin; Nina Nurmila
The hegemonic masculinity that perpetuates the larger educational leadership culture persists to this day, making it important to understand the kind of gender construction that is working for existing female leaders, especially in the context of Islamic schools. However, these constructs also need to be understood for their implications on educational practices, such as on students' achievements. Indeed, there have been few studies that highlight these three elements of the gender of the principal, leadership, and students' achievements despite their interrelatedness. Therefore, this study seeks to explore how gender construction facilitates female principalship in an Islamic school and the implication for students' achievements. The study applies the post-structuralist feminist theory of Gendered Educational Leadership as will become clear how an Indonesian private Islamic school discursively presents the gender of the female principal. This study employs a qualitative case study of the leadership of a female principal at Al-Wahid Islamic Elementary School (pseudonym) in light of feminist perspectives. In collecting the data, observation, interviews, and analysis of documents were conducted for triangulation. Meanwhile, the data analysis is done through thematic analysis. The findings show that (1) gender concept in the Islamic school indicates binary construction of the ikhwan and akhwat categories reflected through school facilities, regulation, and social interaction. (2) Within this context, the acceptable ideal female principal is someone who performs both masculine and feminine leadership styles. In practice, the female principal also accordingly performs masculine and feminine styles. However, the overall evaluation by school members seems to stabilize it to be exclusively feminine. This masking is revealed as rooted in the essentialist view of gender and feminization of the elementary school level and its leadership position. (3) Finally, the implication is found to be central to how the principal and school members approach students' achievement issues; how the principal approaches students' achievements with a socioemotional emphasis, how the school members downplay the female principal's role in promoting students' achievements, and how there are discernible gender differences in students' achievements. Therefore, this study indicates the need to be more critical and aware of possible bias in evaluating the performance of female leaders. Further research is recommended to explore more than just one case of a female principal in this issue or on a different level of education, such as in secondary or higher education. Finally, incorporating more of the perspective of students as those who benefit from the issues of achievement is also encouraged. Keywords: Gender, leadership, female principal. gendered educational leadership, students' achievements. Therefore, this study indicates the need to be more critical and aware of possible bias in evaluating the performance of female leaders. Further research is recommended to explore more than just one case of a female principal in this issue or on a different level of education, such as in secondary or higher education. Finally, incorporating more of the perspective of students as those who benefit from the issues of achievement is also encouraged.
Open Access
Exploring the head of the foundation's leadership practices in optimizing teachers' performance at islamic private school
(Universitas Islam Internasional Indonesia, 2023) Dwi Asih Prihatin; Bambang Sumintono; Lukman Nul Hakim
Dual authorities govern the education system in Indonesia: The Ministry of Education, Culture, Research, and Technology (MoECRT) and the Ministry of Religious Affairs (MoRA). These distinct authorities significantly influence the leadership structure that governs the school system, particularly in managing educational units through foundations. This study focuses on a privately-owned Islamic institution operating under the auspices of the MoECRT. This study investigates the leadership practices of the head of the foundation in Islamic private schools and the impact on optimizing teachers' performance. The main focus lies in identifying and analyzing the leadership practices, strategies, and mechanisms employed by the foundation's leader to enhance teaching and learning practices in Islamic private schools. This qualitative study was conducted at one Islamic Private School in Indonesia. The researcher utilized a case study approach, conducting open-ended interviews and observations to gather information related to the research questions. Thematic analysis was employed to analyze the collected data. The present study incorporated four different leadership styles: Directive, Supportive, Participative, and Achievement-oriented, as delineated in the theoretical framework. The findings of the study indicate that the person in the top leadership position within the foundation demonstrates a prominent Directive leadership style, as observed through the daily interactions with his subordinates. This leadership style is distinguished by a dominating attitude in decision-making and guiding subordinates. Additionally, this study provides insights into the effects of internal and external encouragement on the teachers' teaching and learning process, as facilitated by the head of the foundation. Finally, it examines teachers' perspectives regarding the overpowering engagement of the head of the foundation. It is essential to note that the findings of this study do not aim to determine whether one leadership style is better or worse than others. Each leadership style has its strengths and weaknesses, and its implementation should be tailored to the context and organizational needs. This study offers practical implications for enhancing teacher effectiveness, developing leadership skills, and fostering a positive educational environment. Furthermore, it is expected to contribute to the advancement of Islamic education by promoting continuous improvement and adherence to Islamic principles and values.
Open Access
Strategies for preventing physical violence in Islamic boarding school : a case study
(Universitas Islam Internasional Indonesia, 2023) M. Syauqi Asfiya' R.; Nina Nurmila; Lukman Nul Hakim
Islamic Boarding Schools (pesantren) play a crucial role in education, as they are expected to foster safe, comfortable, and conducive learning environments. Nevertheless, a major challenge Pesantren faces is the prevalence of physical violence. Despite their historical success in producing national figures and holding significant positions in the country, the reputation of pesantren has been tarnished by several documented cases of violence, including tragic student deaths allegedly resulting from abuse by seniors. Despite the prominence of this issue, there is a lack of scientific data that comprehensively examines the matter, particularly regarding how pesantren ensures a safe and comfortable learning environment. The research will be guided by three main questions: 1). What are the pesantren's strategies to prevent violence, and to what extent it has been implemented? 2). What are the constraints of pesantren's strategies based on the victim's perspective? 3). How does pesantren nurture their santri in cultivating nonviolent behaviour? This study employs a qualitative approach and utilizes various techniques of data collection: interviews, focus group discussions (FGD), observations, and documentation. The collected data were analyzed by a multistage process involving data organization, categorization, synthesis, analysis, and writing. The study findings shed light on the diverse range of strategies implemented by pesantren to create a safe and conducive educational environment, with a particular emphasis on preventing physical violence. These strategies include limiting the authority of senior students (mudabbir), establishing discipline guidelines, imposing sanctions, assigning guardians (wali asuh), designing infrastructure, segregating dormitories, conducting socialization and non-violence programs, and inculcating moral values. Pesantren claims that these strategies have resulted in positive outcomes, effectively reducing incidents of violence, with some semesters reporting minimal or no violent occurrences. However, victims of physical violence highlight certain constraints within these strategies. Strict sanctions may deter victims from reporting incidents and creating a culture of silence, the involvement of ustadz and mudabbir in perpetrating violence, Insufficient ustadz supervision, the understanding of the discipline still leans towards physical punishment, and there is a lack of psychological support for traumatized santri. The study also explores implementing the authoritative nurturing style within Pesantren, which involves administering punishments and setting limits and controls on students' behavior to prevent violence. This parenting style offers benefits such as student monitoring, fostering friendly relations, facilitating responsible learning, informed decision-making, and developing leadership skills. However, the potential misuse of authority by ustadz and mudabbir poses a weakness that demands proper oversight and intervention to ensure fairness in disciplinary actions. Future studies could compare strategies employed by traditional pesantren or other types of Islamic Boarding Schools to gain a comprehensive understanding of the violent situation within pesantren.
Open Access
Curriculum change and its impact on Senior High School students' learning outcomes and teaching and learning activities : teacher perceptions in Lombok Timur
(Universitas Islam Internasional Indonesia, 2023) Mashur; Destina Wahyu Winarti; Charyna Ayu Rizkyanti
Education is one of the tools to shift civilization. The better the education, the higher the progress of the level of civilization of a nation. No civilization is truly progressive without education. Education is part of the civilization, those can influence each other, an advanced civilization naturally produce an advanced education system. Advanced education and civilization are influenced by several aspects of education, one of which is curriculum. Curriculum has become the heart of education as well as being the main support, constructive elements and pedagogic formulations to optimize the learning process in the classroom. The curriculum also become signs that would help to achieve educational goals easier and becomes a plan or scenario that provides the widest possible space for students to develop the potential that already exists within them. This study aimed describing the high school subject teachers' perceptions about the curriculum reform in Lombok Timur, describing the perceptions of high school subject teacher regarding the impact of curriculum reform on the student learning outcomes and describing the perceptions of high school subject teacher regarding the impact about curriculum reform on the teaching and learning activities. To gain the teacher perceptions, the study was conducted in Focus Group Discussions (FGD) which divided into two sessions. To triangulate the findings, the thematic analysis, document analysis and observation were applied. The result showed that the subject teachers have vary perceptions regarding the change. Some participants said that changes did not need to be made because the intensity of changes was frequent enough to make teachers confused, but there were several teachers who give their voices that the changes needed to be made due to the conditions of the times and demands had changed, these changes followed the changing times. Participants said that the curriculum change gave impact on the student learning performances and teaching and learning activity. Moreover, the subject teachers are optimistic with the simple administrative support of change and content designed by the ministry. However, the subject the number of professional development should be increased to improve the subject teacher capacities particularly offline in-service training, differentiated learning model and Pancasila Student Profile Strengthening Project.
Open Access
Renegotiating piety, identity, and modernity : Islamic education system of Salafi women in Lampung
(Universitas Islam Internasional Indonesia, 2023) Murni Mupardila; Nina Nurmila; Tati Lathipatud Durriyah
The rapid development of gender studies has given rise to various feminist movements worldwide, leading to a wide range of perspectives on gender equality issues. Conservative and progressive groups have emerged, each holding their own interpretations of the relationships between men and women. Salafi women, who adhere to a patriarchal and conservative system, are often seen as passive and subordinated by secular liberal feminists. However, they also play an active role in spaces where men were previously dominant. This aligns with the growing number of Salafi followers and their educational institutions. This research aims to: 1. Explore the curriculum and the women's program at the Salafi Islamic boarding school; 2. Understand the implementation of the curriculum and the women's program which justify their practice of what they practise as authentic Islam; 3. Know how Salafi women negotiate piety, identity, and modernity with the existing relationship between men and women within the Salafi circle. This study employed a qualitative methodology using a case study approach. Data were collected through three distinct methods: Document analysis, which included the review of curricula, lesson plans, and specific school rules. Observations to assess interactions between teachers and students, peer interactions among students, and the overall learning process. Interviews with six participants, comprising three teachers and three students. A triangulation method, drawing on multiple data sources, was employed to analyses the data, this ensured the credibility and validity of the findings. The findings of this research showed: (1) The Islamic boarding school of Salafi women has embraced educational autonomy by integrating its curriculum with elements sourced from the Middle East. Gontor, and the Ministry of Religious Affairs. In addition, the women's program at this school is implemented through extracurricular activities such as sports and entrepreneurship. Moreover, there are special classes like Tarbiyah al-nisa and Figh subjects. (2) They use the Qur'an and Hadith as the main sources of their practice particularly concerning women's issues. They refer to lessons that come directly from the Middle East and consistently implement the knowledge gained in their everyday lives. (3) They focus on studying religious sciences and emphasize personal piety. They reinterpret the concepts and practices of Salafi teachings without intending to oppose or discard them. They also utilize advances in technology and information as a foundation for da'wah. In this setting, women, as active participants, harmonize and negotiate with modernity rather than defying the system. This allows them to follow divine orders while remaining relevant in modern society.
Open Access
Providing access to education through community-based education : a case study of two provinces in Afghanistan
(Universitas Islam Internasional Indonesia, 2023) Kayen, Hazrat Shah; Nina Nurmila; Charyna Ayu Rizkyanti
Afghanistan has traditionally faced educational decline, despite the country's enormous academic potential. Throughout the history of modern education in the country, the primary areas of underdevelopment have been education quality, access, gender equality in education, school infrastructure, teacher development, national curriculum, and developing a responsive school system. At the same time, plans have been made to improve access to education and meet the needs of everyone. Aside from the general education system, two programs, community-based education and accelerated learning, have been created to help provide access to education in remote regions and to people over the age of enrolling in the public education system. The current study investigated the quality and accessibility of community-based education programs. This study focuses on three main areas: (1) the quality of education for community-based education envisioned by the program's policy, (2) the extent to which the community-based education program is effective in providing access to education in rural and remote areas, and (3) factors that impacted the quality of education in actual community-based education classes after the policy was implemented. This study applied a qualitative research methodology to investigate quality and access in a community-based education program. The primary data collection approach was semi-structured interviews with students, teachers, community leaders, and implementing organizations. Thematic analysis was used to search for repeating patterns in the study data. The study's findings demonstrated that: (1) community-based education policy visioned a high quality of education given the urgency and makeshift arrangement of community-based education program. It was also found that community-based education provided enhanced access to education in rural and remote covering almost every rural and remote community under the community-based education program. (2) Regarding access to education and policy effectiveness, the study found that factors like reduced distance, gender-appropriate classes, and community support increased access to education. On the other hand, factors such as lack of infrastructure, families not allowing children sometimes, and cultural barriers (for girls) hindered access to community-based education programs. Overall, the community-based education program project has been viewed as a successful alternative to education in rural and remote locations. (3) While the policy stated that the community-based education program would provide high-quality education, the classrooms still required adequate attention regarding class facilities and instructors competence. These two factors negatively impacted the quality of community-based education program. Better cooperation and coordination, supervision, and teacher training were identified as factors contributing to quality in community-based education classes. Teacher competence and adequate learning and teaching facilities are two areas the study recommends for improvement in this program. The current research is critical for bridging the gap between communities and government agencies. Similarly, the study informs policymakers about the policy's strengths and weaknesses. This study gives insights into policy change and recommendations from this program's communities to develop further and enrich community-based education. Finally, the study proposed additional empirical research into community-based education programs.
Open Access
Implementation of STEAM education : a case study of secondary schools in Bangladesh
(Universitas Islam Internasional Indonesia, 2023) Alam, Md. Efta Khirul; Lukman Nul Hakim; Destina Wahyu Winarti
The purpose of this study is to look into the state of STEAM education implementation in Bangladeshi secondary schools at the moment together with challenges and opportunities associated with implemetion of STEAM education, and the attitudes and preceptions of teachers and students towards implemention of STEAM education in Bangladesh. This study employs a qualitative research methodology, utilizing three distinct methods of data collection: focused group discussions, interviews, and observations. Triangulation techniques are employed in the process of data collection and sourcing to enhance the validity and reliability of findings, thereby bolstering the credibility and trustworthiness of the research. For the observational component of this case study, a private English-medium school located in Dhaka, Bangladesh, was chosen. The present study recruited a sample size of 21 participants. The participants of the interview comprised a District Education Officer and two school principals, one from a public secondary school and the other from a private secondary school situated in Bogura, Bangladesh. A series of focus group discussions were undertaken, involving a total of six teachers and twelve students who were selected as representatives from the aforementioned schools not having a STEAM curriculum. The findings indicates that 1) STEAM education is not currently offered in secondary schools throughout Bangladesh. Principals and teachers of secondary schools believed that integrating STEAM education into Bangladesh's educational system will help students in developing skills like problem- solving, critical thinking, and teamwork. To the contrary, more teacher development programs and policy implementation would be needed to properly implement STEAM education. 2) The implementation of STEAM education will provide learners and teachers with both possibilities and challenges. The study discovered that teacher training, a limited budget, and STEAM lab accessories can be a challenge for secondary school teachers. Teachers, on the other hand, would benefit from increased professional development opportunities, the establishment of strong cross-disciplinary collaborations, and the efficient use of educational technology. 3). Secondary school teachers and students both perceived STEAM education as offering real-world experiments and inquiry-based learning. Teachers felt that professional development was necessary before STEAM was put into effect in Bangladeshi classrooms. The study sheds important light on the function of secondary school STEAM programs in defining future options for students by examining the post-secondary routes of STEAM-educated students. The research findings will not only enrich the dialogue on STEAM education in Bangladesh but also serve as a foundation for policy reform aimed at modernizing and enhancing the country's educational system for a better future. Keywords: STEAM Education, Secondary Schools, Educational Policy, Learning Strategies, Educational Reform
Open Access
Exploring lecture's perception and approaches of critical thinking skill in Islamic higher education : a case study
(Universitas Islam Internasional Indonesia, 2023) Mariam Ulpah; Tati Lathipatud Durriyah; Destina Wahyu Winarti
Integrating critical thinking into religious beliefs can give rise to a paradox between contexts that promote it and conventional methods that rely more heavily on doctrinal approaches. Critical thinking, being an important skill for navigating globalization, necessitates further research in Indonesian Islamic higher education. The primary emphasis of this study should be on exploring the importance of lecturers' perspectives and their approaches in aiding students' advancement of critical thinking skills, along with the challenges they come across. This research employs qualitative research methods, with a case study design. The data collection process are semi-structured interviews, classroom observations, post-observation interviews, and analysis of relevant documents, including the curriculum, lesson plans, and student assignments. Thematic analysis is then applied to the collected data. The research findings reveal that lecturers hold three distinct perceptions regarding critical thinking: (1) critical thinking as a skill; (2) critical thinking as a disposition; and (3) critical thinking as a combination of both skills and dispositions. Throughout their teachings, the lecturers consistently emphasize the integration of critical thinking with Islamic religious education, drawing from their respective specializations. This study identifies the concept of "respectful" as a disposition, which can be further categorized as intellectual humility. Consequently, the findings indicate that the lecturers perceive and recognize the significance of respect within the context of critical thinking. The infusion approach is used when integrating critical thinking. The infusion approach to critical thinking encompasses four primary themes. 1), pedagogical approaches 2), assessment methods 3), student engagement, and participation. 4). Instructional methods. This study presents a comprehensive of the challenges encountered by lecturers in teaching critical thinking skills with categorizing into three distinct categories-student-related, lecturer-related, and methodology- related this research provides a comprehensive framework for comprehending the complexities involved in this educational process. This study provides valuable insights into the perceptions and approaches of lecturers regarding critical thinking in the realm of Islamic higher education. The results contribute to the current body of knowledge about teaching methods in Islamic education, underscoring the significance of fostering critical thinking abilities to cultivate inquisitive and self-reliant individuals within the context of Islamic teachings. Subsequent investigations should center on comprehending instructors' viewpoints and methods concerning critical thinking in religious teaching. investigating how cultural and religious elements influence critical thinking within religious establishments, and evaluating the lasting consequences of incorporating critical thinking into the religious institution's curriculum on student achievements.
Open Access
Investigating teachers' approach to science subjects in Indonesian religious-based schools : a case study
(Universitas Islam Internasional Indonesia, 2023) Nur Atika; Tati Lathipatud Durriyah; Destina Wahyu Winarti
Modern secular Western thought tends to remove elements of religion in every dimension of life, including education. Religion is suspected to prevent people from learning science and predicts a negative attitude toward science. The religious institution is believed to practice a teaching approach that does not emphasize a learner-led transformative process. Although much research has been conducted on the teaching approach, viewing the teaching approach from an Islamic pedagogy framework has yet to be addressed. Islamic pedagogy emphasizes a learner-focused approach, it can flourish students' critical thinking and reasoning thinking. Thus, the researcher aimed to investigate the teacher's approach to teaching in an Islamic high school in Riau, Indonesia. The researcher used a case study design to investigate how the science teacher's approach to teaching science with Islamic values in an Islamic high school. With the three research questions, the researcher wanted to analyze the Islamic high school teachers' perceptions toward science education concerning religion, investigate the science teacher's approach to instructing science in the classroom, and investigate the science subjects' resources in the Islamic high school. The finding of this research provides empirical evidence of science teachers' approach, which supports the idea that Muslims need a clear concept of education. Participants consisted of six teachers and four students in the science class major. Six classrooms were observed, and four lesson plans and several official documents were analyzed. In summary, the result of this study showed that science teachers perceive science as not contradicting religious beliefs and believe that their faith supports them in learning science. In addition, all teachers in this school are used to relating religion with science learning in the classroom by mentioning some verses and hadith related to materials. The researcher also found that stating God's greatness in a natural arrangement is also regarded as relating science with religion. A further finding indicated that the science teaching approach in this Islamic High school, where the teachers are Muslim, is categorized into two types; teacher-led and student-led. In addition, the Islamic values of education seem to be not recognized as a pedagogical approach in this school. The next finding of this research is that the learning resources for science learning in this school are unlimited. In addition, the teachers utilize the teacher's forum as their resource for creating their modified teaching module. The freedom of learning from everywhere is a sign that this school gives authority to each member to filter by themselves. The researcher hopes that another study will be conducted to provide more empirical evidence about science pedagogy related to Islam. The research about what factors impact teachers' approach to teaching is also recommended to provide an idea of how to have a compact teaching approach.
Open Access
Exploring principals' professional development : a case study of public madrasahs in Indonesia
(Universitas Islam Internasional Indonesia, 2023) Fadla Tsania Agustia; Didin Syafruddin; Bambang Sumintono
The quality gap between public general schools and public madrasahs remains an issue of concern. Madrasah principals as the backbone of madrasah are required to enhance their competences through continuous professional development to bring about improvement. Regarding this matter, the study aimed to investigate: 1) the professional development of public madrasah principals; 2) the public madrasah principals’ perceptions on the professional development; and 3) the benefits of professional development in improving the public madrasah principals’ leadership duties. The study is significant because it sheds light on leadership professional development particularly in Indonesian public madrasahs. In addition, the study promotes knowledge sharing and idea generation among madrasah principals. Employing qualitative case study design, the study obtained the data from semi-structured interviews and documents issued by Indonesian Ministry of Religious Affairs (MoRA). Three public madrasah principals from a city in Indonesia were interviewed to explore the professional development they have done as well as their perceptions on its implementation and benefits. The documents examined were the guidelines of madrasah principals’ appointment, continuous professional development, madrasah principals’ forum and training modules. The data were analyzed through a six-step thematic analysis that consists of getting familiar with the data, coding, searching themes, reviewing themes, defining themes and making the report. The findings revealed that: 1) The public madrasah principals developed their professionalism through a series of learning programs conducted by MoRA or other institutions, postgraduate study, madrasah principals’ forum, research and collaborations; 2) The public madrasah principals considered professional development important for upgrading skills and knowledge and they found MoRA’s trainings useful and applicable despite its limitations; 3) The public madrasah principals thought that the professional development has benefited them in executing their daily tasks, such as supervision and administration. To conclude, professional development is crucial in enhancing public madrasah principals’ competences. The results indicated that the public madrasah principals had their own comprehension on the leadership areas that were enhanced through professional development. It was also found that the public madrasah principals perceived the advantages of professional development based on their individual needs. The study provides important insights to governing bodies on better management and need assessment of professional development programs for Islamic-based schools’ leadership. The madrasah principals are suggested to maximize their potentials and resources in developing their professionalism and competences. Since the study only focused on public madrasah, future studies can explore further from the perspective of private madrasah and hire more school members as participants to yield various findings.
Open Access
The single national curriculum : a path to centralized educational reforms in Pakistan
(Universitas Islam Internasional Indonesia, 2023) Numan, Muhammad; Bambang Sumintono; Alpha Amirrachman
The study employs a qualitative approach, guided by the need to explore and understand the complex interplay of factors that shape the experiences of individuals affected by implementing the SNC. The research design is a qualitative case study, an empirical investigation exploring a current phenomenon in its actual setting. The case study design is helpful for collecting comprehensive, in-depth insights into complicated phenomena where context is crucial. The intellectual foundation of this study is the constructivist paradigm, which is frequently associated with qualitative research. The study reveals a wide range of viewpoints among local stakeholders and the community, representing the complexity and multidimensionality of this essential educational reform. Despite anticipation that the SNC will promote social equality, findings also point to serious concerns about the accessibility of high-quality education, particularly for pupils learning in their native tongues. The study suggests that future research should analyze the SNC's capacity to accept linguistic variety and explore ways to ensure that students from various linguistic backgrounds can benefit equally from the curriculum. Further investigation should also concentrate on the effectiveness of teacher preparation programs created per the SNC. This research hopes to advance the conversation about educational reform in Pakistan, particularly in light of the SNC, and guide future policy choices for efficient and effective implementation of the SNC.
Open Access
Beyond the charisma of Islamic boarding school leaders : countering potential abuse through enhancing critical thinking and critical dialogical abilities of the 'led'
(Universitas Islam Internasional Indonesia, 2023) Supriyono; Bambang Sumintono; Lukman Nul Hakim
In response to the pressing call for enhancing the critical thinking and critical dialogical abilities of the students at pesantren (Islamic boarding schools) in Indonesia, this study delves into the 'dark side' of charismatic leadership commonly adopted by these *indigenous Islamic educational institutions. The inquiries stem from rising reports of sexual abuse at pesantren institutions and scrutinize the romanticized axiom of charisma in leadership that is often overshadowed by extreme admiration, blind idolization, and unquestioning obedience, which leads to sparing limited or even no room for the followers to question and criticize, making them vulnerable to power abuse. Hence, this study draws upon the insights of 24 participants from two pesantren institutions in East Java, probing their perceptions, practices, and reflections on charisma and obedience, A multiple case study design is employed within a qualitative research framework, utilizing document analysis, focused group discussions, interviews, and observations for the data collection. Triangulation techniques in both data collection and data sources are used for validation to enhance the credibility and trustworthiness of the data, which is analyzed using software-based thematic analysis through Quirkos. This study also addresses ethical considerations and the researcher's positionality to maintain academic integrity and methodological rigor. The findings suggest that the student's critical thinking and dialogical capabilities are not a mere function of the leadership style in pesantren. Rather, these aspects span a broader spectrum, hinging on the Islamic educational models that they adopt, here contested by adab (moral disciplining) and tarbiyah (critical dialogue). Exclusive reliance on adab leads to unbalanced charismatic leadership, fostering a patriarchal culture conducive to power abuse, including sexual abuse. Conversely, combining both adab and tarbiyah promotes a balanced charismatic leadership where adab (moral) forms the basis while critical thinking and dialogue serve as control mechanisms. In practice, critical thinking acts as an alarm, enabling students to discern whether their leaders' commands align with Islamic principles, while critical dialogical abilities serve as a countermeasure, empowering students to assertively challenge potential misconduct. This research highlights the importance of the control element in charismatic leadership, complementing the three components suggested by previous studies: basis, emotional connection, and signaling communication. Consequently, these findings lay the groundwork for further research to delve deeper into the dark side of charismatic leadership in the Islamic school setting, given that charisma meets religiosity could yield benefits on one hand, but potentially negative consequences on the other.
Open Access
Exploring teacher empathy in early childhood education : perception, understanding, and protices
(Universitas Islam Internasional Indonesia, 2023) Popi Rosepti; Charyna Ayu Rizkyanti; Tati Lathipatud Durriyah
The foundations for learning are built in the early years of life, when children start their first journey of education. During the process, they need other people to be with for helping them to obtain their healthy development. One can do it is teachers whom children are dependent on them at school. Therefore, this study responds to the need by focusing on teachers' perspectives while teaching young children at school. This qualitative study describes the lived experience of nine Indonesian preschool teachers from nine kindergarten schools responding to empathy matters during the teaching process in early childhood education. Informed by Nodding's care relational theory and Cooper's empathy classification in teaching and learning, this study explores the teachers' perception of empathy, their understanding, and their practice in the educational setting. In responding to the first aspect, I addressed the question: "How do teachers perceive the concept of empathy?" and the second research question to the second aspect was: "How do teachers understand empathy in the process of teaching and learning?" following the third research question: "How do teachers practice empathy in the educational setting?". The Interpretive Phenomenological Analysis (IPA) approach was used to explore the teachers experiences in answering the three research questions. Data sources were obtained from interviews and observation and analysed using six stage process of the IPA approach. The stages are sorting to the general sense, extracting or finding significant statements, formulating meaning, clustering themes, and repeating the process and culminating to the last step to describe the phenomenon. The first findings related to teachers' perception of empathy reveal a range of themes pertaining to the concept of empathy. It is centered on teachers perception, word frequency, and teachers experience in understanding young children's empathy. The second findings for teachers understanding on empathy in the process of teaching and learning primarily focus on teachers' understanding which is divided into some discussion; empathy in young children, and the role of teacher empathy in education. and the experiences of teacher empathy in teaching. The last finding discusses the teachers' practice of teacher empathy illustrate a range of experiences in dealing with students' traits, the ability to communicate with students and parents, classroom activities to nurture empathy, the constraints and challenges for demonstrating teacher empathy, both from teachers and parents perspectives. This study contributes to policy makers and teacher educators to build a pedagogical framework for early childhood-empathy-based education. It gives an insight into the importance of empathy while developing a learning module for students by involving some empathy aspects in the teaching and learning process. For the upcoming research, the variety of approaches and participants can add richness of data and deeply explore the concept of empathy in education from various settings and different perspectives.
Open Access
A portrait of multicultural education in an Indonesian private school : perception, approach, and implementation
(Universitas Islam Internasional Indonesia, 2023) Ririn Karina Nur'aeni; Tati Lathipatud Durriyah; Bambang Sumintono
Indonesia is a multicultural country with a wide range of religions, races, ethnicities, cultures, and languages. Because of a lack of understanding in Indonesia of the value of plurality, these differences frequently serve as the reason for inter-community clashes. This research focuses on these issues in the context of multicultural education in schools. Schools, in addition to family education, play an important role in nurturing students to understand, tolerate, and respect diversity. In this regard, this study explores how school community perceives, approaches, and implements multicultural education as an attempt to create multicultural citizens. This study employed qualitative approach using case study design in Indonesian private school in West Java. It involved seven participants from different backgrounds to gain their perspective regarding multicultural education. Documentary research and observation were also conducted to collect the data. The validity and reliability were assured through triangulation and member checking as an attempt to keep data trustworthy. In doing the analysis, the Quirkos software was used as an effective analytical tool. In addition, some ethical issues and research positionality were also stated. The following conclusions have been reached based on the evidence: First, principal, teachers, students, perceive that education must address student differences. They believe that God create diversity intentionally. They also believe uniqueness of human being and the diversity that exists in Indonesia. Second, the school community translated their perception into school vision, mission, and the projected rules. School also provides teacher development, curriculum design, and educational services as the strategies to promote multicultural education. Third, the implementation of multicultural education was manifested through the school culture, integrated curriculum, teachers' critical pedagogy and the annual cultural exhibition.
Open Access
Self-actualization of student activists with disabilities in college organizations
(Universitas Islam Internasional Indonesia, 2023) Wiwin Windiana; Didin Syafruddin; Alpha Amirrachman
This thesis explores the self-actualization of student activists with disabilities within college organizations, addressing the gap in educational participation between disabled and non-disabled students, which becomes more pronounced at higher levels of education. The research highlights the presence of resilient student activists with physical disabilities who actively enrich the university environment by defying societal stigmas and participating in various campus organizations as activists. The research aims to explore how they self-actualize within college. organizations, filling a crucial research gap by examining the connection between self-actualization and students with disabilities in higher education. The research employed a qualitative approach with a case study design. The participants are eight students with physical disabilities active in campus organizations, department heads and student association heads from two state Islamic universities. One university was known for its disability-friendly facilities, while the other had room for improvement. Data collection involved two primary methods: observation and interviews. The thesis reveals several key findings regarding student activists with disabilities in college organizations. First, it highlights the determination of these student activists to use their struggles as motivation to assist others with disabilities, as they demonstrate a commitment to addressing the needs of their peers and providing accessible resources. Second, it emphasizes the strength and belief in their abilities displayed by student activists with disabilities, who actively utilize their strengths to support others and challenge preconceptions about their limitations. Active participation in college organizations enhances their communication, socialization, and public speaking skills, contributing to their personal and intellectual growth. The insights shared by participants emphasize the importance of self-actualization to challenge societal stigmas and achieve personal growth. The findings offer valuable insights for future research in the field of disability, self-actualization, and student activism, laying a foundation for exploring the intersectionality of disability with other aspects of identity. Furthermore, the research holds potential to motivate other disabled students by demonstrating that disability does not limit one's potential for personal growth and meaningful contributions to society, thereby offering hope and inspiration for those facing barriers to higher education.
Open Access
Empathy-based stories of bullying at boarding school : students' perceptions and expectations
(Universitas Islam Internasional Indonesia, 2023) Zulfikar; Charyna Ayu Rizkyanti; Lukman Nul Hakim
Bullying in Indonesian boarding schools is like an invisible iceberg. The Indonesian Child Protection Commission reports 30 to 60 incidents annually, with 226 cases in 2022 alone. However, the actual numbers may be higher. Despite numerous bullying studies, none have utilized the method of empathy-based stories for data collection. The study aimed to use empathy-based stories to comprehend bullying at Boarding School X in Bogor, West Java. By Qualitative approach, the fictional narratives were used to be effectively capturing emotions and situations. There were 20 students were engaged as the primary source. Along with observations and interviews, three inquiries delved into bullying dynamics, students' expectations, and the method's effectiveness. The findings show boarding school bullying is more distressing than in public schools due to close interactions and limited parental contact. Those involved in bullying experience fear and sadness. Students seek supportive relationships with parents and the school, and friends offer them a safe outlet to express themselves. This study shed a light how the empathy-based stories create a secure space for students to share emotions, preserving self-esteem and amplifying their voices. While the study has limitations due to exam schedules, the effective method holds promise for future applications due to its success and lack of use in Indonesian research data collection.