Theses - Education

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

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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.
Controlled Access
Afghan girls' child marriage and its impact on their educational journey in Afghanistan
(Universitas Islam Internasional Indonesia, 2024) Delju, Zulaikha; Nina Nurmila; Destina Wahyu Winarti
Through the historical lens, education in Afghanistan has gone through many ups and downs, especially regarding women’s education and the challenges Afghan women face due to instability in female education. Education is essential for personal and societal advancement, but gender inequities, cultural norms, and continuous violence in Afghanistan limit access, especially for girls through child marriage. This study has three objectives: (1) to investigate the elements influencing parents' choices regarding their daughters' young marriages, emphasizing their lack of concern for education; (2) to explore the consequences of early marriage on Afghan girls’ educational opportunities, (3) to explore how educational opportunities contribute to a better life for Afghan girls. This study uses qualitative research methodology to investigate Afghan girls' child marriage and its impact on their educational journey in Afghanistan. The data were collected through semi-structured or in-depth online interviews. This study involved three types of participants: (1) parents, (2) married girls who continued their education, and (3) girls who married young and were unable to continue their education. The participants in this study are from different provinces of Afghanistan, comprising 20 participants. The study's findings identified (1) multiple factors that lead parents to decide on the early marriage of their daughters, such as safety concerns, cultural norms and expectations, economic pressure, a lack of parental education, and the ban on female education; (2) the consequences of early marriage on Afghan girls’ educational opportunities are the interruption of education, mental and physical health issues, and limited educational support; (3) education has a positive impact on Afghan girls' lives in terms of empowerment and independence, improved quality of life, resistance to harmful practices, and enhanced social status. This research addresses the data gap concerning child marriage and its educational consequences, offering new insights where limited studies exist. By highlighting the role of girls' education in sustainable development, the research aims to raise awareness and potentially reduce child marriages. It emphasizes the human rights violations inherent in child marriage and advocates for young girls' educational rights. The findings can assist national and international organizations in community awareness initiatives and inform evidence-based policymaking to end child marriage and promote girls' education. Ultimately, the study seeks to influence stakeholders to prioritize investments in girls' education and protection from early marriage, enhancing the quality and number of educated females in Afghanistan's workforce. Lastly, this research recommends a permanent international policy for Afghan women's education and human rights. In case of any political instability, women's education should be safeguarded.
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
Causes and implications of the loss of access to education among child marriage victims : a case study in Central Lombok
(Universitas Islam Internasional Indonesia, 2025-07-28) Suliyana; Nina Nurmila; Alpha Ammirachman
Indonesia is one of many nations with a notable incidence of child marriages. West Nusa Tenggara province, particularly Central Lombok, exhibits the most prevalent child marriage victims. Child marriage in this region is propelled by economic factors, social dynamics, and the strong cultural traditions of the local community known as Merarik. The practice significantly undermines children’s rights to education, which is the most basic human right. This study aims to (1) explore the local communities' perceptions of educational rights for child marriage victims; (2) examine determinant factors that prevent child marriage victims from receiving their rights to education; (3) investigate national, local, and educational institutions' regulation that protects educational rights of child marriage victims; (4) analyze the effect of child marriage on children's educational and personal development in Central Lombok. This study uses a qualitative research approach to provide relevant information for the study's aims. The data were obtained through semistructured and deep interviews. Subjects of the study involve parents, the victims of child marriage who cannot continue their education due to underage marriage, schools which have students marry during school age, and village governments, in which the local community often practice child marriage. These subjects all originated from Central Lombok villages, comprising 22 participants. This study finds that: (1) Most of the local community in Central Lombok perceives child marriage as a normal and culturally accepted the practice. Local community tend to neglect the educational rights of the victims of child marriage. Social stigma, discrimination, and a conservative mindset foster the belief that once married, children, especially girls should no longer continue their education, prioritizing marital and domestic tasks; (2) The factors which prevent child marriage victims from obtaining the educational rights are: first, discrimination against children who wished to return to school due to their marital status; second, putting community's interest over the children; third, lack of support from the closest family; fourth, silencing the voices of the children; (3) Early marriages lead to a loss of educational rights for children. Despite there are clear regulations at the national and international levels, such as the Convention on the Rights of the Child (CRC) and Indonesia’s national child protection laws, local authorities tend to focus on the prevention of child marriage rather than educational intervention to help victims to regain their educational rights. Schools also hesitate to accept married students for fear that married students will be bullied at school and fear of being perceived supporting child marriage. (4) Child marriage effects on children's educational and personal development are that child marriage restricts children’s educational access and intellectual growth, causes mental pressure, obstructs children from accessing better employment opportunities, inhibits financial autonomy and reduces women independence. In accordance to the findings above, it is crucial to involve customary, religious and women's stakeholders as catalysts to change the mindset of the local community not to accept child marriage as a normal practise. Village governments are expected to be proactive in elaborating national regulations to be implemented at the local level and not only focusing on the prevention of child marriage but also collaborating with schools and NGOs to support and facilitate child marriage victims to access educational opportunities without discrimination.
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
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.
Embargo
Empowering classrooms : exploring how teachers` and students' well-being shape a positive school climate at senior high schools in Pinrang
(Universitas Islam Internasional Indonesia, 2025-07-21) Nasrullah; Destina Wahyu Winarti; Charyna Ayu Rizkyanti
Teachers-Students' well-being is interconnected in the classroom settings therefore, well-being is essential to shaping a positive school climate at senior high schools. The gap from the previous study mentioned about teachers and students hindrances comes from the school, like teachers` burdens, easy forget, irritability, tension, boredom, and students experience violence, drugs, and poor academic achievement. These problems are faced in senior high schools. Therefore, this research was utilized to explore the reciprocal connection between teachers' and students' well-being in shaping positive school experiences in senior high schools. I employed a qualitative case study using PERMA as a theoretical framework, which consists of Positive Emotion, Engagement, Relationship, Meaning, and Accomplishment. It also utilised the student-teacher relationship part of the theoretical framework, which consists of three focuses: emotional support, instructional quality, and teacher well-being. There are 12 participants from three schools in this research in the senior high schools. The participants are required to have one-year minimum of experience in senior high school. The data was analysed using thematic analysis through their narratives, this research attempts to see how teachers` and students' well-being is shaped by positive school climate in senior high schools. According to the findings teachers and students relationships significantly improve the well-being of teachers and students, as well as time managements of teachers can maintain their well-being of tecaher, and mutual respect both teachers and students are important to maintain well-being and shape a positive school climate in senior high school. This research contributes to society and government, where the perspective of the students about positive school climate in positive school climate and the government will have a good policy to create inclusive learning in school settings.
Embargo
Evaluating social cohesion in Nigerian junior secondary school English language and civic education textbooks : content analysis and teachers’ perceptions
(Universitas Islam Internasional Indonesia, 2025-07-31) Alaba, Bello Ridwan; Tati Lathipatud Durriyah; Andar Nubowo
Nigeria’s issue of social cohesion intensified with the unification of over 250 ethnic groups, each with distinct languages, religions, and cultural beliefs. Empirical evidence indicates that Nigeria is not a socially cohesive nation, which contributes to its slow development and progress. Education has proven to be a double-edged sword, serving as a potential instrument for social cohesion or social disharmony. Therefore, it is imperative to research social cohesion within the education sector. Consequently, this study aims to evaluate the contents of Nigerian junior high school textbooks and gather teachers’ perceptions of the textbooks they use in their classrooms. Specifically, six civic education textbooks and six English studies textbooks have been selected from all six geopolitical zones in Nigeria, implying two textbooks from each zone. Additionally, six junior high school teachers were purposively selected to share their thoughts on the contents of the textbooks. To provide a clear trajectory, three research questions are formulated: (1) How do the textbooks portray social cohesion and inclusivity? (2) To what extent do the textbooks promote the elements of social cohesion? (3) How do the teachers perceive the contents of the textbooks concerning social cohesion? A mixed-method content analysis was employed to answer research questions 1 and 2, whereas a qualitative approach was used for question 3. The significance of this study is substantial. First, it will address an important gap in existing literature regarding social cohesion and education in the Nigerian context by examining selected textbooks. Second, it will encourage Nigerian educational researchers to conduct studies on social cohesion that focus on curriculum, textbooks, and teacher training. Third, it can serve as a springboard for establishing a textbook review agency and guide authors and publishers in selecting inclusive content. Lastly, it will help safeguard students from internalizing anti-social, biased, and stereotypical values, while also facilitating teacher training. The analysis was conducted using an adapted social cohesion analytical framework. A semi-structured interview was conducted with the participants via Google Form and WhatsApp for follow-up questions, where necessary. The author discussed the findings from social identity theoretical perspectives, revealing that the textbooks do not adequately promote social cohesion and inclusivity. They unfairly represent religions, ethnic groups, and gender by adopting a majoritarian approach, creating a ‘we vs. them’ situation. Illustrations or representations of minority groups are limited, and there are stereotypical portrayals of men, the Yoruba tribe, and Islam. However, there is an effort to promote a united Nigeria with the representation of national images and icons to depict unity. Teachers’ interview results show that textbooks take the majoritarian approach, which they submit can be corrected by representing diverse perspectives. Future research studies should be conducted on evaluating a single-subject textbook, selecting from each state and the Federal Capital Territory, as well as class observations. Moreover, all images and texts, such as examples, classwork, and assignments, should be included for analysis. It could also include evaluating the authors’ relation to tribes, ethnicity, or religious representations.
Open Access
Evaluating the alignment of Thailand’s early childhood education policies with tadika institutional policies and their implementation practices
(Universitas Islam Internasional Indonesia, 2025-07-30) Waeji, Insof; Lukman Nul Hakim
This study aims to evaluate the extent of alignment between the national early childhood education (ECE) policies of Thailand and the TADIKA policies and how these policies are implemented into the local context in the southern region of Thailand. TADIKA (Taman Didikan Kanak-kanak) is an early childhood education institution based on Islamic teachings and operates in mosque areas or Muslim communities in the southern regions of Thailand. This study is rooted in the need to understand the relationship between the direction of the national policy and the reality of implementing TADIKA policy in institutions with unique religious and community characteristics. Emphasis is placed on the key dimensions in the 3A2S theoretical framework; Accessibility, Accountability, Affordability, Social Justice, and Sustainability which form the basis for analyzing national policy, TADIKA institutions, and its policy implemented as practices in the field. Furthermore, Institutional Theory is utilized to highlight the dynamics and factors of practice in TADIKA institutions. A qualitative approach utilizing three processes is used in this study. First, separate structured interviews with: six TADIKA principals, the TADIKA association director, and the NGO director. Second, we also conducted direct observation of the program implementation in one TADIKA from each region. And finally, this study analyzed policy documents from the national ECE of Thailand and government documents concerning TADIKA. Triangulation methods are used to ensure data consistency and to strengthen the credibility of the findings. Data analyses uses a thematic approach based on the 3A2S framework, with the help of coding from DNA (Discourse Network Analyzer) and visualization from Vis-one tool. Findings report the accountability and sustainability dimensions are dominant across all data collection methods. At the same time, the dimensions of affordability, accessibility, and social justice are seen to receive less attention in policy implementation, in terms of planning at the institutional level. In addition, there are good practices occurring at the TADIKA institutional level that offer local community resilience which is appropriate to the needs of their communities. Furthermore, in terms of alignment, there is a mismatch between the content of the national policy and its implementation at the institutional level, despite efforts from the central government to provide a comprehensive ECE policy. In particular, the value of accessibility and social justice is often limited due to weaknesses in terms of capacity and support for non-contextual policies. In addition, the results of the study show that these dimensions are still receiving less attention, which could be improved by strengthening the dimension of sustainability through long-term planning and comprehensive policies. This study also recommends that national early childhood education policies be formulated with a more flexible approach and sensitivity to local cultural contexts, to have mutual understanding and cooperation between the government and local communities.
Open Access
Exploring career guidance program for senior high school students with hearing impairment : a case study in special needs school in Indonesia
(Universitas Islam Internasional Indonesia, 2024) Rahayu Azkiya; Charyna Ayu Rizkyanti; Lukman Nul Hakim
More than one-tenth of Indonesia’s population lives with disabilities. This fact is a challenge that is still faced by the Indonesian government and requires special attention to anticipate future challenges. This study will focus on special needs in hearing impairment, because the number of hearing-impaired individuals in Indonesia has increasingly concerning in the past two years, with the largest percentage being students. One of the programs that can assist them is effective career guidance. It is an essential part of education, aiming to help students understand their talents, interests, potential, and to provide direction in choosing an appropriate career path after graduating from school. This study aimed to explore how the career guidance program is planned and implemented in special needs schools and what are the challenges faced by teacher in implementing the career guidance. This study employs a qualitative case study in one of the senior high schools for special needs (SMLB) in Jakarta Barat, Indonesia. The data analysis was done through Quirkos Thematic Analysis. The data has been obtained through observation, interview, and documentation. The participants of this study were one principal, one vice principal of curriculum affairs, two teachers, three student’s parents, and three senior high school students. The theoretical framework of Career Assessment initiated by Super is used to understand the implementation of career guidance program for individuals with special needs. The framework suggests 4 steps for maximum outcome: Preview, Depth-view, Assessment of all data, and counseling. The result of this study shown that (1) This school carries out several stages in planning student’s career, initially, it collects students personal information, including previous report cards, IQ test results, interest aptitude tests, color blindness tests, and speech test. This data is then discussed with parents and students to determine suitable vocational options. Students will undergo a vocational assessment for three months, after which they are placed in fields aligning with their interests and talents. (2) In implementing careers, teachers focus on students' career maturity, supported by programs such as character education, scouting, leadership training, outing classes, study tours, fairs, and workshops. These programs aim to foster responsibility, discipline, and independence, preparing students for societal and professional life. (3) teachers face three main challenges: students’ limited vocabulary comprehension, the extra effort required to mature students’ careers, and maintaining students' consistency. This study highlights how students with hearing-impaired are vulnerable to feelings of weariness which can hinder their learning process. Therefore, it show an implication for teachers to be more creative and able to use varied methods to overcome this problem. Future research may explore deeper regarding career guidance programs for students with hearing impairment. Exploring career guidance program in varied levels of education may be more valuable contribution, since difference level of education might give difference challenges.
Embargo
Exploring integration of information and communication technology in teaching and learning in Tanzanian higher education
(Universitas Islam Internasional Indonesia, 2025-08-06) Barantota, Siraju Husseni; Destina Wahyu Winarti; Muzakkir
The growth and global spread of ICT is increasing and influences the reform and transformation of the education system. Recent research argues that the provision of access to better education for all has brought about a meaningful change, with ICT serving as a dynamic tool in teaching and learning. Consequently, many educational institutions in Tanzania, are working to improve infrastructure and teacher-training to effectively utilise ICT in education. Unfortunately, despite the integration of ICT into the Tanzanian education system, higher education institutions still produce graduates who are unprepared for using ICT tools. This reveals a clear gap between teacher education policies and classroom realities. Therefore, this study explored the integration of ICT in higher education in Tanzania, to explore the perceptions of lecturers and pre-service teachers. Again, this study explored the challenges encounter the lectures and pre-service teachers in executing ICT in teaching and learning. On the same point, this study explored the involvement of policy in supporting ICT in higher education in Tanzania. As a result, the research findings reveal that inadequate knowledge of ICT by pre-service teachers acts as an obstacle to using ICT effectively. Another ineffective integration of ICTs evident in Tanzania is deeply rooted in the poor infrastructure in the university environment. Furthermore, ICT policy seems to insufficiently promote ICT integration; instead, it mainly establishes initiatives and observes their complementarity. Lastly, the research recommends investing in developing ICT infrastructure, capacity building and digital literacy enhancement to pre-service teachers, reviewing and strengthening ICT policy implementation, enhancing ICT support during teaching practice, and fostering public-private partnerships.
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.
Embargo
Exploring parental involvement in student’s academic achievement : a case study of public primary schools in rural Gambia
(Universitas Islam Internasional Indonesia, 2025-07-28) Ceesay, Karamo; Lukman Nul Hakim; Charyna Ayu Rizkyanti
Student academic achievement is considered the main indicator of the success of any education system. Scholars in education describe academic achievement in education as the overall progress students achieve in their educational journey. Empirical studies have found many factors that are responsible for improving the academic achievement of students in both elementary and higher education, such as teacher quality, school infrastructure, gender, students’ personality, motivation, parental involvement, etc. However, this study focuses on how parental involvement in education can contribute to the academic achievement of students in public elementary schools in rural Gambia. The researcher chooses to study this phenomenon because parents, as the first caregivers to children, have long been seen as a critical factor in enhancing children’s academic achievement, especially at the elementary level. However, in rural Gambia, the nature and the extent of PI in education remain underexplored. Therefore, this research investigates PI in rural Gambian public primary schools, focusing on the perceptions, forms, barriers, and its influence on the children’s academic success. This study employed a qualitative case study, which is grounded in the interpretive paradigm. The research data were gathered from 16 research participants-parents, teachers, school leaders, community leaders, and an education officer-through semi-structured interviews and document review. Thematic analysis was used to analyse and interpret the study data, guided by Epstein’s framework of PI and the theory of overlapping spheres of influence. The findings of this research reveal that while parents in rural Gambia are ready and willing to support the education of their children, their involvement in their children’s education is often hindered by factors such as economic hardship, low literacy level within the region, cultural norms, and limited access to school decision-making. Moreover, the findings further indicate that parents in rural Gambia are more supportive of their children's education in Islamic education, as it has to do with their faith, compared to secular education. The most common form of PI in rural Gambia was found to be home-based, while school-based involvement is limited and mostly shaped by community participation in school activities. Schools, on the other hand, also faced challenges in building a strong collaboration with the parents due to a communication gap and resource constraints. Finally, this research not only sheds light on the unique challenges and opportunities of rural education in the Gambia but also contributes useful information for stakeholders who are committed to improving the quality of education by involving parents to actively participate in education. The study offers practical policy recommendations to improve family-school collaboration to enhance the educational success of children in rural Gambian public primary schools.
Open Access
Exploring postgraduate students' experiences, benefits, and disadvantages of using chatgpt 3.5 as a more knowledgeable other (MKO) for scaffolding academic writing at a public university in Greater Jakarta, Indonesia
(Universitas Islam Internasional Indonesia, 2024) Ahmed, Maroof; Destina Wahyu Winarti; Charyna Ayu Rizkyanti
The integration of Artificial Intelligence (AI) tools in education, particularly for academic writing, has gained considerable attention. This study examines ChatGPT, an AIpowered writing tool, as a More Knowledgeable Other (MKO) in scaffolding postgraduate students’ academic writing. It is based on Vygotsky's sociocultural theory and investigates the experiences, benefits and challenges of using ChatGPT 3.5 encountered by postgraduate students at a public university in Greater Jakarta, Indonesia. Adopting qualitative research methodology with case study design, the study sheds light on ChatGPT’s use in academia through open-ended questionnaires and semi-structured interviews. The findings show that the students are positively disposed to ChatGPT because it supports their basic academic writing by handling the grammar, syntax, and structure, setting them free for more emphasis on the execution of higher-order writing skills with human MKOs. The study indicates that ChatGPT can be integrated into writing centers, tutoring programs, and coursework in developing students' writing with comprehensive feedback. The study also points out that ChatGPT needs constant assessment and improvement in light of feedback from users, enforcement of intellectual property rights, transparency, and data security to ensure ethical use. Overall, the study emphasizes the potential of ChatGPT as a viable tool to scaffold basic academic writing and suggests further examination in terms of its educational applications to assess the impact of the tool in other academic disciplines.
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
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 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
Exploring the artificial intelligence (AI) literacy of high school teachers in Bogor : perceptions, utilizations, and challenges in leveraging generative AI for teaching
(Universitas Islam Internasional Indonesia, 2025-07-31) Nabila Nindya Alifia Putri; Tati Lathipatud Durriyah; Muzakkir
Artificial intelligence, or commonly abbreviated as AI, has been a greatly powerful transformative force in different aspects, and education is no exception. With the technology of deeply developed AI, this technology is currently used in the educational realm to lead the change of teaching and administration processes, enriching the learning process. However, despite its massive spread in the education sector, the teachers’ literacy on AI remains underexplored, especially in Indonesia. Addressing this need, this qualitative case study presents an in-depth examination of teachers’ perceptions, uses, and difficulties, especially faced by the four high school teachers in Bogor, Indonesia, when they were applying generative AI into teaching. By following a triangulation of methods (a preliminary questionnaire, semi-structured interviews, a Focus Group Discussion (FGD), and structured observations), this research explores the lived experience of the teachers through the theoretical lens of AI Literacy and AI-technological, pedagogical, and content knowledge (AI-TPACK). The results indicate a dualistic view of generative AI as a double-edged sword: a powerful tool that is appreciated due to its efficiency and creative capabilities, but at the same time, is considered a great threat to academic integrity. Moreover, the pattern of use by teachers is practical, with much emphasis on the preparation of materials for their use, with extreme caution in the use in assessment. The outlined challenges are complex, including the restrictions pinpointed by the limitations of the infrastructure and missing institutional standards, up to the shortages of teacher resources and deep ethical dilemmas. Overall, this thesis research finds that the role of the teachers does not end as mere consumers of generative AI but through reflections of practices, negotiators, by stressing the importance of human control. Such a process offers a contextual, rich depiction of the construction of AI literacy and AI-TPACK competencies’ dynamic practice. The core implication is the necessity to promote professional development in the area of pedagogical wisdom and ethics, followed by supportive institutional policies assisting in developing responsible integration of AI in Indonesia’s education system.
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
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.