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Differentiated instruction in Qur'anic teaching for students with special needs : teacher practices and challenges in an inclusive pesantren
Khansa Asiah Ismet; Andar Nubowo; Tati Lathipatud Durriyah (Universitas Islam Internasional Indonesia, 2026-08-08)
This study examines the implementation of differentiated instruction (DI) in Qur'an teaching for students with ADHD and slow-learning characteristics at an inclusive pesantren in West Java, Indonesia. The primary focus is to explore how teachers adapt their teaching practices, the factors influencing the instructional decisions, and the challenges faced within a traditional Islamic educational setting. A qualitative single-site case study within an interpretive paradigm was employed. Participants were selected through purposive sampling and included four Qur'an teachers and two institutional leaders. Data were collected through in-depth interviews and classroom observation. Data analysis utilized a thematic approach involving both deductive and inductive coding. The findings indicate that teachers implement differentiated instruction across four key dimensions: content, process, product, and learning environment. The strongest form of process differentiation represents the most dominant form of adaptation, wherein traditional methods such as talaqqi and tikrar are modified through increased repetition frequency, chunking techniques, and the use of peer tutors. The content differentiation shows memorization targets and materials are individually tailored, and students with learning difficulties (slow learners) are provided with Latin script transcriptions. The product differentiation for students with special needs is measured by qualitative progress and foundational mastery rather than by quantitative achievement, as supported by descriptive progress reports from the school. Followed the learning environment differentiation achieved through emotional support routines and proximal seating with a teacher designed to maintain student focus. Research findings indicate that teachers' instructional decisions are largely driven by personal initiative and agency, developing organically from field observations rather than formal institutional guidelines. However, implementation faces significant challenges, including inconsistent learning retention among students with slower learning paces, a lack of formal professional training in special education, and systemic support that tends to respond more readily to visible physical disabilities than to cognitive or behavioral disabilities, such as ADHD. The study contributes to differentiated instruction in Qur'anic teaching in inclusive pesantren. These findings suggest that sustaining Qur'anic education in the inclusive learning environment requires institutionalizing differentiated instruction through systematic professional development, specialist support, and formal pedagogical guidelines for halaqah teachers.
Exploring how peer interaction-based instructional strategies support students' willingness to communicate in an EFL classroom
Ukhtul Iffah Luthfiyyah Mursida; Afifah Muharikah; Tati Lathipatud Durriyah (Universitas Islam Internasional Indonesia, 2026-08-04)
Willingness to Communicate (WTC) is considered an important factor supporting students' participation in English as a Foreign Language (EFL) classrooms. Many students still do not want to speak even though they have chances to use English in classroom activities. This study explored how peer interaction-based instructional strategies influence students' willingness to communicate in an EFL classroom. Specifically, it explored the influence of peer communication, the role of instructional strategies and classroom delivery, and the supporting and hindering factors affecting the implementation of peer interaction-based instructional strategies. This study uses a qualitative case study supported by descriptive questionnaire data. The study took place in a senior high school EFL classroom in South Sulawesi. It involved 34 eleventh-grade students. Data were collected through classroom observations, a WTC questionnaire, stimulated recall interviews with six students, and document analysis. Data was analyzed thematically and supported by descriptive data from the questionnaire. The findings indicate that peer interaction-based instructional strategies fostered willingness to communicate among students was facilitated through supportive and collaborative peer that enhance students' self-confidence and lowered anxiety. These effects were strengthened by teacher support through clear instructions, feedback and the comfortable classroom setting. However, there were several barriers present such as communication anxiety, fear of getting it wrong, limited vocabulary, and low self-confidence. The study highlights that social and psychological classroom climate as well as instructional approaches play an important role in facilitating students' willingness to communicate. MacIntyre WTC framework supports this finding through psychological and situational factors that can influence students' willingness to communicate, and are consistent with Sociocultural Theory by illustrating peer interaction create a socially supportive environment for communication in classroom. This study suggests that teachers should systematically design peer interaction-based instructional strategies that foster supportive peer, enhance students' confidence and lower communication anxiety. Schools are encouraged to support communicative learning environments through training and adequate resources. Overall, peer interaction-based instructional strategies can enhance students' willingness to communicate when supported by a positive, collaborative, and psychologically safe classroom environment.
Role of ESG (Environmental, Social and Governance) in promoting sustainable export competitiveness : evidence from Asian exporters to the European Union
Basit, Abdul; Teguh Yudo Wicaksono; Rininta Nurrachmi (Universitas Islam Internasional Indonesia, 2026-07-15)
Nowadays, the principles of Environmental, Social and Governance (ESG) are an integral part of the competitiveness of Asian exporters and part of the EU market access regime. The principles of ESG have become a component of the rules of access to the EU markets from a voluntary, business practice to a component of competitiveness of the exporters from Asia. Even though theory has caught on in this connection, the empirical research at the country level is geographically limited, is based on limited methodology, and lacks consideration of the different impacts that the individual ESG dimensions have. The aim of this study is to explore the gaps by investigating the impact of disaggregated ESG indicators (including environmental quality, social development and institutional governance) on bilateral export performance in the 32 Asian economies and the European Union from 2002 to 2023 (N=704 observations). The study follows the ideas of New Trade Theory and Regulatory Trade Theory and uses models of log bilateral exports as a function of six proxies for these regressors, namely CO2 emissions (co2), share of renewables (re), government effectiveness (gef), regulatory quality (rq), Human Development Index (hdi), and expenditure on education (ex_exp), plus macroeconomic controls and event dummies for the Global Financial Crisis (fcrisis) in 2008 and COVID-19. The following nine-step estimation procedure is followed: Panel unit root and cointegration testing, Hausman specification testing, residual diagnostics and the Driscoll-Kraay standard error correction. Ordered system GMM robustness checks validate a Fixed Effects model that is robust to heteroskedasticity, serial autocorrelation and cross-sectional dependence. The findings suggest an order of effect of the ESG. The social dimension (as a proxy HDI) is the most important factor influencing the competitiveness of EU exports (B = +4.681, p < 0.001) and so is educational expenditure (B = +0.008, p = 0.012). The government effectiveness variable has a positive influence (B = +0.004 and p = 0.031), which is in line with the institutional trade facilitation theory. The negative coefficients of the environmental variables suggest that the net transitional adjustment costs of these variables during the study window are negative, carbon intensity has a marginal negative impact (p = 0.081) and renewable energy share has a significant negative impact (p < 0.01). While the COVID-19 crisis has had no average effect on Asian - EU bilateral exports its effects have been heterogenous across Asian countries, and the Global Financial Crisis (GFC) resulted in a decline in the flows of approximately 8%. The results are applicable to the policy agendas of Asian trade policy, EU sustainability governance and development finance strategy.
The role of CO2 emissions, exchange rate and foreign direct investment on trade balance in Pakistan : an ARDL approach
Aslam, Zainab; Rininta Nurrachmi (Universitas Islam Internasional Indonesia, 2026-07-15)
The external sector stability and economic development hinges upon international trade, especially in developing countries like Pakistan. Despite its strategic significance, Pakistan has faced continuous trade deficits for decades and has worried about the foreign exchange reserves, external debt build-up and long-term economic performance. This study focuses on the effects of CO2 emissions, exchange rate fluctuations and foreign direct investment (FDI) on Pakistan's trade balance for the time period 1970-2024. The theoretical framework of the study is based in the theory of international trade and the Marshall-Lerner rule. Annual time-series data from World Bank's World Development Indicators (WDI) database are used. The bounds testing method of the Auto-regressive Distributed Lag (ARDL) is used to examine the short run dynamics and longer run relationships between the variables. External balance of goods and services in percentage of GDP is measured as trade balance. The results of the ARDL bounds test confirm the presence of a long-run relationship between trade balance, CO2 emissions, exchange rate and FDI. The long run analysis shows that there is a positive and significant relationship between the CO2 emissions and trade balance, indicating that Pakistan's export performance is still significantly related to carbon-intensive industrial production. It is observed that the depreciation of exchange rate has negative impact on trade balance in long run, which reflects Pakistan's structural dependency on using energy, machinery and raw materials from outside the country. In the long run, FDI inflows are shown to have a negative impact on trade balance, perhaps because of the import of capital goods and machinery used in the foreign investment activity. The error correction model confirms an adjustment mechanism that is relatively stable and in which about 28.5% of short-run disequilibrium is corrected each year. The serial correlation, heteroskedasticity and non-normality tests are satisfied by all the diagnostic tests and the CUSUM stability tests indicate stability of the parameters over the sample period. The results reveal that the control of carbon-intensive production and exchange rate policy and the share of foreign investment in the total investment portfolio are key determinants for improving the performance of the external sector of the economy in Pakistan.
The nexus of food production, human development and electricity access in West African countries
Denisha Albania Prajoko; Rininta Nurrachmi (Universitas Islam Internasional Indonesia, 2026-07-15)
Indonesia demonstrates its long term commitment in supporting agricultural sector development in West Africa. Food production in West Africa continues to face enduring challenges, including low agricultural productivity, inadequate infrastructure, limited access to energy, deficient human capital, and environmental vulnerability, despite the significant role that agriculture plays in employment and livelihoods. Annual panel data estimated using PMG ARDL from 14 West African nations including Benin, Burkina Faso, Cabo Verde, Cote d'Ivoire, Gambia, Ghana, Guinea, Mali, Mauritania, Niger, Nigeria, Senegal, Sierra Leone, and Togo covering the years 2000–2022 are used in this study. The Food Production Index (FPI) is used to quantify food production, and explanatory factors include the Human Development Index (HDI), electricity access, employment in agriculture, and greenhouse gas CO2 equivalent emissions. Over time, human development and access to electricity have a positive and significant long run impact on food production. Furthermore, carbon emissions have a positive and significant long-term effect on food production, but positive and insignificant effect in the short run suggesting that emissions associated with modernisation, mechanisation, and increased agricultural activity may increase agricultural productivity. However, agricultural employment has a negative and significant impact both in the short and long term, indicating that a large concentration of labour in agriculture may be a reflection of labor-intensive and low-productivity farming systems in many West African countries. This study concludes that increasing food production in West Africa requires integrated policies focused on strengthening human capital, boosting reliable electricity access, encouraging sustainable agricultural intensification, and promoting climate-smart agricultural practices in order to ensure long-term food security and agricultural resilience. For Indonesia, this study can also help Indonesia to be more involved in worldwide development projects by providing information that might help on improving food production.