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Item 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 NubowoNigeria’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.Item 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 AmmirachmanIndonesia 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.Item Open Access Towards sustainable learning : analyzing the fairness of student, peer, and teacher judgments of self-assessment practices using the many-facet rasch model (MFRM) in Indonesian public Islamic university(Universitas Islam Internasional Indonesia, 2025-08-05) Fitri Amalia; Bambang Sumintono; Charyna Ayu RizkiyantiSelf-assessment as a learning strategy offers many benefits, particularly for university students. However, the accuracy of student self-assessment is often debated, which in turn makes peer and teacher assessments often used as comparison tools and standards in determining the accuracy aspect of self-assessment. However, peer and teacher assessments are not immune to bias and inaccuracy. In addition, the forms of rating behavior that arise from students when evaluating self-assessment, as well as the tendency of the practices they adopt, are not well explored, especially in the Indonesian context. Therefore, employing non-experimental quantitative research with a cross-sectional design, this study aims to investigate the practice of self-assessment performed by undergraduate students, explore the forms of rating behavior that arise from self-, peer, and teacher assessments, and explore trends in self-assessment practices implemented by students. Through the Many-Facet Rasch Model (MFRM) approach, the study also aimed to evaluate the psychometric properties of the Self-Assessment Practice Scale (SaPS) instrument adapted to meet the needs of peer and teacher assessors. A total of 2057 responses were collected from the participants, consisting of 31 students from the English Education Program who enrolled in the English Literature course, and a lecturer who taught the course. The data were analyzed using the FACETS computer software program. The results of this study showed that the SaPS had good psychometric properties after being adapted for use by peers and teachers. Then, the analysis found that most students are biased towards underestimating their own abilities. Furthermore, lecturer ratings were found to be more lenient than self- and peer-ratings. In addition, the study showed that items from the SEFI (Seeking External Feedback through Inquiry) dimension were most difficult to agree with, indicating that students tend to be reluctant to seek external feedback. This research highlights the importance of improving students' feedback literacy to maximize the benefits of self-assessment practices, which in turn affect self-regulation and ultimately impact lifelong learning.Item Embargo Integrating Islamic and national curricula : a qualitative study of the first public madrasah of the Bangsamoro region in the Philippines(Universitas Islam Internasional Indonesia, 2025-08-05) Mangulamas, Sairah Millor; Destina Wahyu Winarti; MuzakkirThis study explores the integration of Islamic and national curricula of the first public madrasah at the Bangsamoro region in the Philippines. It focuses on how elementary education, particularly from kindergarten to grade 3, is impacted by this integration. The study used a qualitative methodology, collecting information using the document analysis, focus groups, and semi-structured interviews. The school principal, administrators, teachers, and students are among the participants of this study. These individuals were selected according to their prior expertise with the curriculum integration, as they are also implementers in the field. The main purpose of this research is to understand how the national and Islamic curriculum are combined into one integrated educational system. It also addresses the challenges and opportunities that come up throughout this process. The study also seeks information about the opinions of various groups regarding the effectiveness of this integrated approach, including students, teachers, principal and school administrators. The findings demonstrate that integrating the two curricula contributes to a more well-rounded education. Islamic teachings teach the students moral and spiritual principles in addition to the cognitive skills like reading and math. Teachers also employ what is known as an "integrated approach," in which the Islamic beliefs are taught alongside the courses like science or social studies. For the students, this enhances the significance of learning and aligns with their cultural background. However, the study also identifies certain challenges. These include inadequate infrastructure, including clean water and electricity, teacher preparation, and school supplies. Additionally, some educators require additional assistance in order to teach academic and religious subjects in an efficient manner. However, the community and school personnel are still very supportive despite of these problems. That is why, the balanced education in the public madrasah is valued by the parents. The study emphasizes how crucial the community involvement, legislative support, and teacher training are to the success of the curriculum integration. It also implies that the Bangsamoro experience could teach other multicultural areas too, particularly about how to retain the ethnic identity while also fulfilling the national educational requirements. By demonstrating how the faith-based and the secular education may coexist in a public school context, this study advances the area of the curriculum studies. For the educators, school administrators, and policymakers who wish to develop inclusive and culturally sensitive educational institutions, the study offers a helpful suggestions.Item Embargo Navigating the teaching profession : motivation, challenges, and retention of educators in the Gambia(Universitas Islam Internasional Indonesia, 2025-07-11) Jallow, Amadou F.; Bambang Sumintono; Alpha AmirrachmanOne of the most crucial concern in many education systems including that of The Gambia has been teacher retention, it is threatening quality education and overall learning outcome. Many educators have left for other jobs that offer lucrative incentives and better working conditions, despite government’s efforts to improve teacher welfare. This has led to concerns on teacher motivation, shortage staffing, and school outcomes. For this reason, this research aims to explore the issues affecting current teacher retention policies and practices, investigate driving factors that motivate individuals to enter the teaching field, and the hurdles they face post-entry. A thorough comprehension of teacher retention would provide valuable insights into the motivations and frustrations circumnavigating the choices in education. Moreover, key significance of findings would create a roadmap for policymakers to design teacher-friendly policies, refine recruitment and retention strategies, and create incentive structures that would ensure long-term engagement. Given the importance of addressing gaps such as advocacy, working conditions, and professional development, portrays how this study has a direct implication on education stakeholders as it provides a guide to improve and add to the ongoing global discussion of teacher attrition and workforce sustainability in the Gambia. With the case study design of the qualitative research approach, this study collected data through focus group discussion, interviews and document analysis to understand teacher motivation, retention and challenges. Among the participants are education officers, school principals, public and private school teachers and pre-service teachers from Gambia College. Using the lens of Hirschman’s Resistance Theory and Becker’s Rational Choice Theory, the findings where interpreted to demonstrate how educational institutions devise mechanisms to retain teachers, and how teachers weigh their career benefits and challenges before embarking on the teaching field. While evaluating their insights subjectively, the study ensured participants’ anonymity to ensure ethical considerations. While teacher retention strategies include teacher welfare and incentives, policy advocacy and inclusion, stakeholder engagement, further findings reveal that individuals are motivated to join teaching intrinsically by passion for teaching and extrinsically by societal influence and job security in teaching. However, inadequate incentives, large classroom size and workload, geographic postings have been identified as major barriers leading to premature exits of teachers. Future research should focus on longitudinal studies tracking teacher attrition pattern since the current research has set the stage for a deeper exploration of teacher retention strategies in the Gambia. Also, dwelling on a comparative analysis between rural and urban teacher retention and attrition could go a long way in understanding what best practices could be retained to help in teacher retention since the current study is only limited posits the urban version. Moreover, government institutions should revisit the process delaying teacher promotions, access to scholarship, support structures enhance teacher commitment while evaluating stakeholder involvement. Furthermore, implementing holistic reforms in teacher remuneration, policy inclusion, stakeholder collaboration, and classroom management can improve public perception of teachings as not just a viable and reputable job, but also one that stimulates intellect and reward. With that, the education system of the Gambia would be able to establish a strong, committed and well-motivated teaching workforce to perpetually deliver quality education for future generations.Item Open Access Exploring the relationship of spiritual intelligence (SI) and learning and innovation skills (LIS) among undergraduate students for the 21st century education(Universitas Islam Internasional Indonesia, 2025-08-05) Muhamad Maulana; Destina Wahyu Winarti; Andar NubowoThis study aims to explore the relationship between spiritual intelligence and learning and innovation skills in the era of 21st education, among undergraduate students in higher education. The background of this research is driven by the necessity to prepare future generations who possess not only technical skills but also the ability to navigate moral and ethical challenges in an increasingly complex society. The methodology employed is a convergent parallel mixed methods design, integrating both quantitative and qualitative approaches in a balanced manner. Quantitative data was collected through a structured survey involving 274 undergraduate Islamic education students coming from different Islamic universities, while qualitative data was obtained through semi-structured interviews with a purposively selected 5 students representing each university. The survey instruments measured the dimensions of spiritual intelligence—critical existential thinking, personal meaning making, transcendental awareness, and conscious state expansion—and learning and innovation skills—critical thinking, creativity, communication, and collaboration—ensuring a comprehensive understanding of the constructs. This methodological structure allows for robust analysis of the interplay between these two variables, and understanding of how spiritual intelligence can impact students' learning and innovation skills. The findings of study revealed a high positive predictive relationship between Spiritual Intelligence and Learning and Innovation Skills among undergraduate students, specifically Personal Meaning Making (PMM) as a key sub-dimensions of Spiritual Intelligence, found to have positively correlated on all Learning and Innovation Skills' sub-dimensions. This fundamental relationship illustrates the importance of a student's spiritual depth in developing their learning capability, critical thinking and problem solving, creativity and innovation, communication, and collaboration, a discovery consistent across studies by different genders and phases of study. Qualitatively, students perceived these concepts to be interconnected for well-rounded development, but identified significant challenges for the development of these in an integrated manner in the university context, particularly in organizational support and observed disjunctions between academics and spiritual development. Together, these findings provide vital understanding for developing holistic educational programs that enhance cognitive and spiritual growth, to manage the gaps and challenges identified and to better prepare students to deal with the complexities of modern life.Item Open Access In search of succession planning in school organizations : a comparative case study of school leadership in the Philippines and Indonesia(Universitas Islam Internasional Indonesia, 2025-07-28) Samson, Erickson V.; Bambang Sumintono; Alpha AmmirachmanSuccession planning is an overlooked aspect of educational leadership in Southeast Asia. This study explored and compared the succession planning practices of private schools in the Philippines and Indonesia, where abrupt leadership turnovers and the dire shortage of principals show a lack of structured approaches such as succession planning. Yet, aspiring principals are thrust into the roles without adequate leadership preparation or support, which leads to high leadership turnover rates and ongoing principal shortages across both countries. This study employed qualitative methods: semi-structured interviews and document analysis to triangulate the data. Disappointingly, little is known from the scant empirical literature hitherto about succession planning in education, especially in the Philippines and Indonesia. The researcher gathered the data from four school principals (two per country) and analyzed them thematically with Quirkos software. Findings reveal that a private school in the Philippines generally adopted proactive and structured succession planning, and it is guided by competency-based models that manifest leadership readiness, institutional alignment and talent development. Meanwhile, a private school in Indonesia showed reactive and informal approaches, often relying on seniority, individual initiative and concepts such as kaderisasi without formal frameworks, as this school views leadership as a matter of practice. This study, thus, inferred that a Philippine school strategically integrated succession planning into its governance, while an Indonesian school necessitated an urgent policy and institutional support. It also showed the importance of proactively embedding succession planning within educational governance that guarantees sustainability, continuity and preparedness in school leadership. This thesis contributes to the limited Southeast Asian literature on educational leadership, specifically succession planning, and propound practical implications to policymakers, school leaders and education stakeholders in under-resourced contexts.Item 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 RizkyantiTeachers-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.Item Open Access How school climate and collective efficacy shape secondary school English teachers’ well-being : the mediating role of empathy(Universitas Islam Internasional Indonesia, 2025-07-15) Queen Salsabila; Charyna Ayu Rizkyanti; Bambang SumintonoTeacher well-being has become a growing concern in educational research, as it contributes to shaping classroom effectiveness, students’ learning, and teacher retention. Research on teacher well-being in Indonesia, particularly among English language teachers, has identified various determinants. However, the interaction between environmental (school climate and collective teacher efficacy) and individual (empathy) factors remains underexplored. This research primarily aims to examine the mediating role of empathy in the relationship between school climate and collective teacher efficacy. Employing non-experimental quantitative research with a cross-sectional design and convenience sampling technique, this research involved a total of 308 Junior and Senior High School English teachers in the Special Region of Jakarta. The data were collected through several questionnaires and analysed descriptively based on the Rasch model analysis approach, as well as correlation and mediation analysis of inferential statistics. The analyses were performed using Winstpes and SPSS Statistics software with the process mediation tools. The research revealed that empathy partially mediates the link between school climate, collective efficacy, and teacher well-being, suggesting that these environmental factors influence well-being both directly and indirectly through empathy. Moreover, this research also indicated a high level of perceived school climate, collective teachers’ efficacy, empathy, and well-being among English teachers in the Special Region of Jakarta. These findings significantly contribute to understanding the psychological dynamics between the relationship of the work environmental factors (school climate and collective teacher efficacy) and teacher well-being, with empathy as a significant mediating factor. Practically, the results highlight the value of integrating empathy training into professional development to improve teachers’ well-being.Item 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; MuzakkirArtificial 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.Item 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; MuzakkirThe 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.Item 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 RizkyantiStudent 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.Item Embargo Traditional madrasahs’ challenges and barriers for government recognition and impacts of nonrecognition on students’ education and career opportunities in the Philippines(Universitas Islam Internasional Indonesia, 2025-07-28) Sammy, Rakim L.; Nina Nurmila; Muhammad ZuhdiThis study is to recognize the value of the traditional madrasah education system and to welcome its graduates into a more diverse educational and economic landscape. Traditional madrasah education in the Philippines has long been deprived of mainstream education and tagged as a training ground for extremism. The academic purpose and contribution remain unrecognized by the secular state government. Due to the inability of the madrasah to deliver quality education, their graduates face difficulty pursuing formal higher education compared to secular schools. Limited general knowledge and skills mean graduates are deprived of job opportunities, leading to economic disparity. However, madrasah education is the dominant form of teaching Islamic knowledge. As the level of recognition rises, Muslims in the region now have more chances to reshape their education. Using a qualitative multiple case study method of madrasahs in the Philippines, this study aims to (1) identify factors that influence traditional madrasahs not to apply for recognition; (2) explore the challenges and barriers for traditional madrasahs to gain recognition from the government; as this traditional madrasah fails to comply with government requirements and secure permits to operate, the study also explores (3) the impacts of madrasahs failing to obtain government recognition for their students to pursue higher education and job access. Semi-structured interviews with government officials, madrasah administrators, teachers, students, and alumni were used to collect data. Observation and document analysis were used as triangulation to ensure the accuracy of the information provided according to government standards and interview responses. Analyzing data through familiarity with codes and identifying themes to unveil the directions to the problems. The findings reveal that traditional madrasahs still hesitate to participate in government programs and seek recognition. (1) Madrasahs' hesitation originates from historical distrust and resistance to preserving religious identity, institutional and structural weaknesses, and the dual system burden. The Islamic Studies and Arabic Language (ISAL) program in public schools also affected its operation, doubting its role in providing Islamic knowledge, resulting in declining credibility and enrollment. Parents are declining support, and society is shifting its preference to education, hindering recognition applications. (2) The standard requirements pose significant challenges and barriers to compliance. Due to a lack of funds and support, bureaucratic and financial burdens exist, while curriculum and staffing constraints further trigger compliance. Some see this as a threat to madrasah autonomy and cultural integrity. (3) Due to non-recognition and a lack of general knowledge and skills, students lack formal credentials to pursue higher education in the country and have limited job opportunities. This forces them to participate in dual education systems, while others find pathways to other countries that recognize their education. Recognizing the value of madrasah education, students remain resilient and committed. Moreover, their motivation is boosted as the ISAL program gives them recognition and employment opportunities. Thus, a need to structure processes and requirements for recognition is essential to allow Madrasah access recognition. Furthermore, a longitudinal comparative study is suggested to track the results of recognition and non-recognition of madrasahs.Item Embargo Exploring the role of peer relationships in student wellbeing : a case study of female students in junior high school at a modern pesantren in Indonesia(Universitas Islam Internasional Indonesia, 2024) Salsabila Abdul Ghofur; Bambang Sumintono; Tati Lathipatud DurriyahThe well-being of students in educational institutions is influenced by many factors including their peer relationships. In the context of a modern Pesantren—an Islamic boarding school in Indonesia—these relationships are especially significant due to the close-knit communal living arrangements and the integration of religious and modern education. This study aims to explore the dynamics of peer relationships among female students in a modern Pesantren and examine their impact on various aspects of student well-being, including social relationships, emotional support, self-perception, autonomy, and mental health. A qualitative methodology was employed, involving semi-structured interviews with a purposively selected sample of female students at a modern Pesantren in Indonesia. Additionally, observation and focus group discussions were utilized to triangulate the data. The findings reveal that supportive peer relationships significantly enhance the students' emotional and social wellbeing. Students reported a high degree of acceptance and comfort within their peer groups, contributing to positive self-perception and mental health. The communal environment of the Pesantren, characterized by shared activities and collective experiences, fosters a strong sense of belonging and emotional security. Moreover, the implementation of the Pesantren's foundational principles, such as Panca Jiwa, Panca Jangka, and Panca Bina, plays a crucial role in promoting a nurturing and inclusive environment. This study concludes that fostering strong peer relationships in educational settings like Pesantren is essential for the holistic development of students. The findings underscore the importance of creating supportive and inclusive social environments to enhance student well-being, with implications for educational practices and policies in similar contexts. This research contributes to the broader discourse on student well-being and peer relationships in educational settings by providing a deeper understanding of the social dynamics within Pesantren.Item Embargo Gender differences in stress perception, stress causes, stress coping strategies among student parents(Universitas Islam Internasional Indonesia, 2024) Ghufronakallah; Nina Nurmila; Charyna Ayu RizkyantiCarrying out many roles and responsibilities that must be completed simultaneously by student parents may cause them to experience stress, which can affect their well-being. The objectives of this study are: (1) To understand how male and female student parents perceive stress, (2) To explore factors that cause stress between male and female student parents, (3) To find out the differences in stress coping strategies used by male and female student parents. This research explores the theoretical framework of stress and coping based on Lazarus and Folkman's Transactional Model of Stress and Coping (1984) to understand the interaction between individuals and their environment in responding to stress. Coping strategies were categorized into problem-focused coping and emotion-focused coping, highlighting the different approaches used by student parents to deal with stress. This research uses a qualitative approach, with semi-structured interviews and observations as data collection methods, to obtain an in-depth picture of the perception of stress, factors that cause stress, and stress coping strategies among male and female student parents at one of the universities in Depok. A purposive sampling technique was used to select participants, where participants had to meet the criteria to achieve the research objectives. 14 participants in total consisting of seven male student parents and seven female student parents were involved in this study. The findings of this research reveal: (1) various perceptions of stress by student parents, namely overthinking, unreadiness, burnout, unstable emotion, confusion, and incapability; (2) factors faced by student parents include family problems, especially those related to children's health, academic pressure, financial problems, and sexual needs; (3) the coping strategies used by student parents show that most participants both male and female student parents used Emotional Focus Coping (EFC) to deal with stress, in which male student parents tend to use avoidance-based EFC, such as engaging in activities such as sports, hobbies and entertainment, while female student parents are more likely to utilize self-reflection and positive reappraisal through writing and prayer. Based on the above findings, this study recommends that the university provide a counseling center (which applies therapeutic methods), peer support groups, and health services to help student parents deal with stress and other well-being difficulties.Item 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 WinartiThrough 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.Item Open Access Investigating school readiness : teachers and parents’s perspectives and practices in a public kindergarten located in Tangerang(Universitas Islam Internasional Indonesia, 2024) Catur Niasari; Tati Lathipatud Durriyah; Charyna Ayu RizkyantiEarly childhood education programs can serve as a beneficial starting point for promoting school readiness. Children can strengthen the foundational learning processes that will affect their lives in the future during early childhood programs. This study utilizes a qualitative case study approach with six teachers and five parents at a public kindergarten located in South Tangerang, Banten, Indonesia. The aims of this study are to gain a deeper knowledge of how teachers and parents perceive school readiness, and explores the practices taken by teachers and parents to promote school readiness, and develop an effective program to support school readiness. Focus group discussions (FGDs), interviews, questionnaires, and observations were the sources of the data. Additionally, this study employs thematic approach to analysis the data. The first finding, which pertain to the conceptualization of school readiness, highlight the maturationist view, such as socio emotional skill includes independence, interact well with the environment and good in adaptation. Furthermore, the conceptualization of school readiness emerged as holistic readiness includes supportive teacher and support from the government. The second finding focuses on the practices of teachers and parents, highlighting play-based learning and a naturalist approach, developing whole development aspect such as motoric skills, cognitive and language, socio emotional aspect, moral and religiosity and approach to learning aspect. Moreover, it also addressing the challenges faced by teachers and parents in the practice of school readiness. The third findings explore how school and teacher programs, aimed at promoting rich learning environment in the context of school readiness school readiness such as; child-centred that focuses on play matters, focus on children characteristic and respect on their progress. Lastly, fostering positive environments for children such as; personal approach, emphasize children’s security feelings, valuing various family background, and fostering effective communication with parents and school member. The study concludes that a collaborative effort between teachers, parents, and the government is crucial for fostering holistic readiness and rich learning environment skill readiness for children. The study analysis the conceptualization and practices of teachers and parents, advancing the arguments of Brofenbrenner's bioecological framework and constructivism learning theory for enhancing school readiness in public kindergarten environments. This thesis concluded by advocating for increased collaboration between home, kindergarten, and elementary settings in the development of a school readiness program for elementary school students.Item Open Access Women empowerment through education : a case study of nurturing entrepreneurship in a female pesantren(Universitas Islam Internasional Indonesia, 2024) Mayola Andika; Nina Nurmila; Lukman Nul HakimWomen empowerment is a theme of interest and importance to many academics and policy makers today.United Nations Development Programme (UNDP) in its program Suistainable Development Goals (SDGs) encourages the protection and empowerment of women:. In Indonesia, the issue is also one of the agendas in the National LongTerm Development Plan (RPJPN) 2005-2025. The echoing of the women's empowerment program above stems from several cases of women's inequality that still occur in many sectors, one of which is the unbalanced participation of men and women in the world of work. One way to support this is to provide entrepreneurship training for women to make them more independent and empowerthem economically. Women entrepreneurs can contribute significantly to economic growth if they have equal opportunities and access to resources. Pesantren, as the first Islamic educational institution in Indonesia, also responds to this case where entrepreneurship coaching programs are made part of the curriculum. This study aims to find out: 1) how female leader manage entrepreneurship program in a femalepesantren;. 2) the extent to which the pesantren entrepreneurship program can contribute to women's empowerment; 3) how students perceive entrepreneurship coaching program in pesantren as a form of women's empowerment. This research uses a qualitative case study method in a female pesantren in West Sumatera by using observation, interviews, and documents analysis as data collection and for triangulation. Data analysis was conducted through manual thematic analysis using Nayla Kabeer's empowerment theory including 3 dimensions; resource, agency, and achievement. This research finds: 1) A female leader manages entrepreneurship coaching programs in three aspects; planning, organizing and implementing, evaluating. The planning process starts from designing the vision and mission of the pesantren, the organizing and implementation process start by providing training to all teachers and conducting the program once a month. For evaluation there are two types. Internal evaluation of each unit a week after the display event, secondly,external evaluation with all units during a work meeting at the beginning of the new school year. 2) To measure the extent to which the entrepreneurship program contributes to women's empowerment, it can be seen from three dimensions. First, for the resource dimension: the pesantren only provides human resources in strengthening skills and social resources to assist students in conducting promotions and marketing products. For the achievement dimension, the students have produced a variety of products. Furthermore, all of these works were exhibited in the end-of-semester project exhibition and some of them were sold during the event. 3) Female students perceive entrepreneurship coaching program in pesantren can increase creativity, support female students to be independent, and support female students to be economically productive. Based on the findings above, this study recommends expanding the research by comparing the types of programs in this female pesantren with other female pesantren to enrich the research on female pesantren and support women's empowerment.Item Open Access Study of montessori education in a developing country : a case study of an elementary montessori school in West Java, Indonesia(Universitas Islam Internasional Indonesia, 2024) Muhammad Fayyaz Mumtaz; Bambang Sumintono; Lukman Nul HakimThe Montessori Method, with evolving pedagogical paradigms and a growing need for personalized learning, offers an alternative perspective in education by promoting inquisitiveness, self-reliance, and participation in the learning process. However, using the Montessori name does not ensure a Montessori system is implemented correctly due to extensive adoption of Montessori educational methods that raises a significant question about whether these institutions genuinely follow the method proposed by the founder of the Montessori Method. This study conducted as a comprehensive case study research project at one of the elementary school in West Java, Indonesia, that claims to apply the Montessori Method in their teaching approach for children aged 6-12. The primary objective and aim of this study is to gain a deeper understanding of to what extent this particular school follows the principles of Montessori. There are three research questions in this study; (1) to what extent does the elementary school in West Java adhere to the key principles of the Montessori Method? (2) What challenges or obstacles are typically faced in implementing the Montessori Method at this elementary school in West Java? (3) What is the overall opinion of teachers and parents regarding the implementation of the Montessori Method at this particular elementary school in West Java? This research investigates the degree to which one of Montessori school in West Java adhere to Montessori principles, offering instructors helpful recommendations for enhancing the method's use. The method of this study is using qualitative research with data collection from interview, observation and documentation. In order to potentially contribute to theoretical discussions on educational philosophy and pedagogy, the study also examines how, principal, parents and teachers view implementation of the Montessori Method. I came to the findings that the Montessori Method is implemented in the school, but its adherence to core principles is hindered by standardized education and curriculum, unique classrooms, and time limitations. The most significant obstacle is the limited number of Montessori teaching aids and lack of experienced teachers. Legal Montessori teacher certification is also available due to high costs. Although teachers and parents appreciate the Montessori Method, parents often lack understanding and teachers have limited practicality knowledge, suggesting partial implementation. Therefore, it is challenging to implement Montessori in original form, particularly in elementary school levels. The effects of integrating national curricula in this case Merdeka Curriculum with Montessori education on student outcomes and Montessori principles should be further investigated by future scholars.Item Open Access High school students’ attitude, subjective norm, perceived behavioral control, and behavioral intention toward climate change in relation to pro-environmental behavior in Klaten regency Indonesia(Universitas Islam Internasional Indonesia, 2024) Irkham Zamzuri; Bambang Sumintono; Destina Wahyu WinartiCurrently, human-induced climate change causes difficulties, affecting the environment, health and well-being. Indonesia encounters distinct climate-related problems. It underscores the urgency of comprehensive educational approach. There is a lack of detailed evaluation specifically targeting high school students in Indonesia. The gap may impede the successful promotion of pro-environmental behavior (PEB) among youth generation. The absence of regular monitoring of high school students’ attitude (ATT), subjective norm (SN), perceived behavioral control (PBC), and behavioral intention (BI) towards climate change hinders effort to improve educational programs or initiatives in Indonesia. The objective of the study is evaluating the ATT, SN, PBC, and BI of high school students in Klaten Regency, Central Java Province, Indonesia about the climate change in relation to PEB. It aims to examine the correlation between these variables and their impact on PEB. The study employed a quantitative research approach within a positivist paradigm, non-experimental with crosssectional design. The data were collected through structured questionnaires administered to a sample of 1,336 students. The questionnaire included Likert-type scales to measure the constructs of interest. Data were analyzed using the Rasch Model Measurement, descriptive statistics, ANOVA, DIF analysis, correlational tests, and multiple regression analysis. The study reveals significant insights into high school students' ATT, SN, PBC, and BI towards climate change, and their influence on PEB. Descriptive statistics indicated that students generally exhibit moderate to high levels of PEB, with variations based on gender and school type. Female students and those from senior high schools demonstrated higher levels compared to their counterparts. Correlational analyses showed strong positive associations between SN (r = 0.548), PBC (r = 0.570), and BI (r = 0.533), which are significant predictors of PEB (r = 0.529). Multiple regression analysis confirmed that SN (β = 0.3329, p < 0.001) and PBC (β = 0.3876, p < 0.001) significantly influence BI, which in turn predict PEB (β = 0.2865, p < 0.001). However, ATT alone did not directly affect PEB (β = -0.0303, p = 0.2309), highlighting the critical role of social and control factors in driving environmentally friendly actions among students. The study concludes that enhancing climate change education (CCE) is crucial for fostering proactive attitudes and behaviors among high school students. To promote PEB, the study recommends integrating climate change topics across subjects, adopting gender-sensitive approaches, mandating environmental education at all schooling types, and providing resources and professional development for teachers.
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