Vol. 4 No. 2 (2025)

Fiqh learning based on classical Islamic texts (kutub al-turāts) remains a distinctive characteristic of Islamic boarding schools in Indonesia; however, at the Aliyah level it still faces challenges such as limited proficiency in classical Arabic, low active learning engagement, and the need for adaptation to modern educational demands. This study aims to describe the fiqh learning strategies based on kitab turats and analyze the challenges encountered in their implementation for second-year Aliyah students at Tgk. Chiek Oemar Diyan Modern Islamic Boarding School and Dayah Insan Qur’ani in Aceh Besar. This research employed a qualitative descriptive method involving fiqh teachers and students as informants, with data collected through observation, interviews, and documentation. The findings indicate that learning strategies involve sorogan, bandongan, and individual mentoring methods supported by pedagogical adaptation to improve contextual comprehension of classical texts. The main challenges include students’ limited Arabic proficiency, a shortage of teachers specializing in classical texts, and limited instructional time.

Abstrak

Pembelajaran fikih berbasis kitab turats merupakan karakter utama pendidikan pesantren, namun pada tingkat Aliyah masih menghadapi kendala dalam penguasaan bahasa Arab klasik, partisipasi belajar aktif, dan penyesuaian dengan tuntutan pendidikan modern. Penelitian ini bertujuan mendeskripsikan strategi pembelajaran fikih berbasis kitab turats serta menganalisis tantangan dalam implementasinya pada santri kelas 2 Aliyah di Pesantren Modern Tgk. Chiek Oemar Diyan dan Dayah Insan Qur’ani Kabupaten Aceh Besar. Penelitian ini menggunakan metode kualitatif deskriptif dengan informan guru fikih dan santri, melalui observasi, wawancara, dan dokumentasi. Hasil penelitian menunjukkan bahwa strategi pembelajaran yang digunakan meliputi metode sorogan, bandongan, dan bimbingan individual, dengan adaptasi pedagogis untuk meningkatkan pemahaman teks klasik secara kontekstual. Kendala utama meliputi keterbatasan kemampuan bahasa Arab, kurangnya guru ahli kitab klasik, serta alokasi waktu yang terbatas.

This study aims to analyze the implementation of the Panca Jiwa values and the challenges encountered in the character formation of students at Pesantren Terpadu Al-Mujaddid, Sabang City. Employing a descriptive qualitative approach with a case study design, data were collected through observation, in-depth interviews, and documentation. The data were analyzed using Miles, Huberman, and Saldaña’s interactive model, which includes data reduction, data display, and conclusion drawing. The findings indicate that the Panca Jiwa values—sincerity, simplicity, independence, Islamic brotherhood, and responsible freedom—are internalized through habituation, role modeling, mentoring, and structured supervision embedded in daily pesantren life. These values significantly contribute to the development of students’ character, particularly in discipline, responsibility, solidarity, and adaptability. However, several challenges hinder optimal implementation, including limited facilities, varying perceptions among teachers, the influence of digital technology, insufficient parental support, and personal factors such as emotional instability and dependency among students. The study concludes that the Panca Jiwa plays a strategic role in shaping students’ character; however, its effectiveness depends on consistent implementation, strong teacher exemplification, active parental involvement, and the pesantren’s capacity to respond to contemporary social and technological challenges. Strengthening collaboration between the pesantren, families, and the wider community is essential to ensure the sustainable internalization of the Panca Jiwa values in modern educational settings.

Abstrak

Penelitian ini bertujuan menganalisis implementasi nilai-nilai Panca Jiwa dan problematika yang dihadapi dalam pembentukan karakter santri di Pesantren Terpadu Al-Mujaddid Kota Sabang. Penelitian menggunakan pendekatan kualitatif deskriptif dengan desain studi kasus. Data dikumpulkan melalui observasi, wawancara mendalam, dan dokumentasi, kemudian dianalisis menggunakan model interaktif Miles, Huberman, dan Saldaña melalui tahap reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa nilai-nilai Panca Jiwa seperti keikhlasan, kesederhanaan, kemandirian, ukhuwah Islamiyah, dan kebebasan bertanggung jawab, diinternalisasikan melalui pembiasaan, keteladanan, pendampingan, serta pengawasan yang terintegrasi dalam kehidupan sehari-hari santri. Internalisasi nilai tersebut berdampak positif terhadap perkembangan karakter, terutama dalam hal kedisiplinan, tanggung jawab, solidaritas, dan kemampuan beradaptasi. Namun, implementasi Panca Jiwa masih menghadapi sejumlah kendala, meliputi keterbatasan fasilitas, perbedaan persepsi guru, pengaruh teknologi digital, dukungan orang tua yang belum optimal, serta faktor personal santri seperti gejolak emosional dan ketergantungan pada lingkungan keluarga. Penelitian ini menyimpulkan bahwa Panca Jiwa berperan strategis dalam pembentukan karakter santri, tetapi keberhasilannya sangat dipengaruhi oleh konsistensi pembiasaan, keteladanan guru, keterlibatan orang tua, serta kesiapan pesantren dalam merespons tantangan perkembangan sosial dan teknologi. Penguatan kolaborasi antara pesantren, keluarga, dan lingkungan eksternal perlu dilakukan untuk menjaga efektivitas implementasi nilai-nilai Panca Jiwa dalam konteks pendidikan modern.

This study aims to describe how the habituation of greeting functions as a strategic approach in shaping students’ polite character at MAN 3 Aceh Besar. Education is not solely focused on cognitive mastery but also carries a moral responsibility to cultivate noble character among students. In this context, greeting others represents a form of habituation with both spiritual and social value, as it conveys prayer, respect, and ethical conduct in interpersonal interactions. This research employed a qualitative approach with data collected through observation, interviews, and documentation involving the Islamic Ethics teacher and student activities within the school environment. The findings indicate that teachers implement structured planning and clear guidelines in reinforcing the practice of greeting, including modeling appropriate behavior, providing guidance, and continuously instilling the meaning of greetings. Consistent implementation of this habituation fosters a culture of mutual respect within the school. Its positive impact is reflected in students’ increased respectfulness, friendliness, and courtesy toward teachers, peers, and other school members. Thus, the habituation of greeting proves to be an effective strategy for strengthening character education based on Islamic values

This article examines classical Western philosophy, particularly Plato, in the context of character development and human knowledge. Plato emphasizes education as a process of shaping the soul harmoniously between reason, morality, and desire, and achieving true knowledge (episteme) through philosophical reflection and dialectics. Education, according to Plato, is not merely the transfer of knowledge but a means to guide learners to recognize the values of truth, goodness, and justice, thereby forming morally virtuous, wise, and knowledgeable individuals. This study employs a library research method with a qualitative descriptive-philosophical approach to explore Plato’s concepts of education, character, and morality, and their relevance to contemporary educational challenges. The findings indicate that integrating Plato’s philosophy can strengthen character formation and intellectual capacity in modern learners.

ABSTRAK

Artikel ini membahas pemikiran filsafat klasik Barat, khususnya Plato, dalam konteks pembangunan karakter dan pengetahuan manusia. Plato menekankan pendidikan sebagai proses pembentukan jiwa yang harmonis antara akal, moral, dan nafsu, serta pencapaian pengetahuan sejati (episteme) melalui refleksi filosofis dan dialektika. Pendidikan, menurut Plato, bukan sekadar transfer ilmu, tetapi sarana membimbing peserta didik mengenali nilai kebenaran, kebaikan, dan keadilan, sehingga mampu membentuk individu yang bermoral, bijaksana, dan berpengetahuan. Kajian ini menggunakan metode studi pustaka dengan pendekatan kualitatif deskriptif-filosofis untuk menelaah konsep pendidikan, karakter, dan moral dalam pemikiran Plato, serta relevansinya terhadap tantangan pendidikan modern. Hasil penelitian menunjukkan bahwa integrasi pemikiran Plato dapat memperkuat pembentukan karakter dan kapasitas intelektual peserta didik di era kontemporer.

This study focuses on the habitual literacy of Qur’anic reading at SMP Nurul Haq Klaten, aiming to understand the role of teachers, the impact on students’ character, and the challenges of implementation from the perspective of Islamic educational axiology. The research questions include: (1) how teachers guide Qur’anic literacy in full-day and boarding school settings; (2) the impact of literacy habits on students’ character and behavior; and (3) the challenges that arise and strategies employed to overcome them.This study uses a qualitative descriptive approach with a case study design. Informants were selected purposively, including the principal, Islamic Religious Education teachers, Qur’anic literacy facilitators, and students. Data were collected through observations, semi-structured interviews, and documentation studies, and analyzed interactively through data reduction, presentation, and conclusion drawing, with triangulation applied to ensure data validity.The results indicate that Qur’anic literacy habits are conducted intensively through halaqah sessions and integrated with both formal and non-formal activities, significantly shaping students’ religious character and enhancing discipline, responsibility, honesty, and social awareness. Teachers play a crucial role as facilitators, motivators, and role models. Challenges such as differences in students’ reading abilities, time management, and curriculum limitations can be addressed through adaptive strategies and the integration of non-formal activities.This study confirms that Qur’anic literacy serves as an effective means to internalize the values of Islamic educational axiology and provides an empirical foundation for developing literacy practices in other Islamic schools.

Religion has been extensively examined within Western sociological traditions, predominantly interpreting it as a socio-historical construct. In contrast, Islamic thought conceptualizes religion (ad-dīn) as divinely revealed, governing all human dimensions. Despite abundant literature, comparative studies examining these paradigms through epistemological frameworks remain limited. This study addresses this gap through comparative-critical analysis of Western and Islamic perspectives on religion. Using qualitative library research with thematic analysis, this article examines classical Western thinkers (Comte, Durkheim, Marx, Freud, Weber) alongside Islamic scholars and Qur'anic interpretations. Findings reveal fundamental epistemological divergence: Western perspectives view religion as socio-historical construct subject to change, while Islam positions religion as fixed divine revelation whose development occurs at interpretive, not substantive, levels. Western evolutionary frameworks cannot fully apply to Islamic religious dynamics without epistemological recalibration. This study contributes to comparative religious studies by clarifying conceptual boundaries between sociological and theological approaches, with implications for interfaith dialogue and contemporary Islamic scholarship.

This study was motivated by the importance of extracurricular activities in developing students’ potential, interests, and character, including dance activities that are popular among students. The study aimed to determine students’ satisfaction with the dance extracurricular program at SD Muhammadiyah Plus Salatiga. A survey method with a quantitative descriptive approach was employed over one month. Data were collected from 20 students participating in the dance extracurricular program using a questionnaire consisting of 15 indicators across three aspects: service quality, emotional satisfaction, and social satisfaction. The results indicated an overall satisfaction level in the Very Satisfied category (overall mean = 3.28). The mean scores for each aspect were 3.36 (service quality), 3.15 (emotional satisfaction), and 3.33 (social satisfaction), with responses predominantly falling into the Satisfied and Very Satisfied categories. Students’ satisfaction was reflected in effective time management, positive feelings during practice sessions, and cooperative and respectful peer interactions. Nevertheless, several indicators require improvement, including more adaptive program management through enhancing instructors’ competence, providing adequate spaces and facilities to support students’ potential development, and strengthening students’ discipline and responsibility to continuously improve satisfaction and learning experiences.

The development of contemporary science has generated divergent value orientations between Western and Islamic traditions. Western science emphasizes objectivity, value neutrality, and technical-empirical aspects, whereas the Islamic tradition integrates moral and spiritual values with the pursuit of public benefit (maqāṣid al-sharī‘ah). These differences have significant implications for Islamic Religious Education (IRE), particularly in shaping students’ character, ethics, and spirituality. This study aims to analyze the concept of the axiology of knowledge from Western and Islamic perspectives and to examine its implications for IRE practices. The research employs a qualitative approach through library research, involving a systematic review of primary and secondary literature on Western and Islamic philosophy of science, the axiology of knowledge, and education. Data were analyzed using descriptive-analytical and comparative methods to interpret value orientations, the purposes of knowledge, and their educational implications within both traditions. The findings indicate that Western science initially emphasized value neutrality and objectivity; however, contemporary discourse increasingly highlights the integration of ethics and moral values. In contrast, the Islamic scientific tradition consistently integrates revelation, reason, and empirical experience within a moral, spiritual, and public-benefit-oriented framework. These findings underscore that IRE should be developed holistically by integrating cognitive, ethical, and spiritual dimensions, enabling students to become not only intellectually competent but also morally grounded and socially responsible. The novelty of this article lies in its comparative analysis of Western and Islamic axiological paradigms as a means of strengthening IRE as a platform for character formation and a moral filter in responding to modern science and technology.

Islamic education aims at the holistic development of learners, encompassing cognitive, affective, and psychomotor dimensions, as well as the cultivation of faith, morality, and mental health. Zakiah Daradjat is a prominent Indonesian Islamic education scholar who introduced an integrative approach between Islamic education and the psychology of religion, particularly within the context of Islamic Religious Education (Pendidikan Agama Islam/PAI). However, previous studies on her thought have largely remained descriptive and have not sufficiently engaged in critical analysis in relation to contemporary educational challenges. This study aims to critically analyze Zakiah Daradjat’s Islamic educational thought by examining its contributions, conceptual uniqueness, and relevance to the development of contemporary Islamic Religious Education in Indonesia. Employing a qualitative approach through library research, the study utilizes Daradjat’s original works as primary sources and relevant academic literature as secondary sources. Data analysis is conducted using content analysis with an emphasis on thematic and critical interpretation. The findings indicate that Zakiah Daradjat’s educational thought emphasizes a holistic, integrative, and contextual model of Islamic education grounded in the Qur’an, Sunnah, and ijtihad, and implemented synergistically across family, school, and community settings. The integration of Islamic education and the psychology of religion represents her distinctive contribution, particularly in strengthening learners’ character formation and mental health. Nevertheless, her ideas require deeper engagement with contemporary educational theories and pedagogical approaches to remain adaptive to global and digital challenges. Theoretically and practically, Zakiah Daradjat’s Islamic educational thought remains relevant as a foundation for the development of modern Islamic Religious Education, especially in addressing moral degradation and students’ mental health issues in Indonesia.

Values based learning emphasizes the cultivation of students’ character, moral reasoning, and spirituality alongside cognitive achievement. In Islamic education, Sufism or tasawuf can be approached as a pedagogical lens that foregrounds self-purification or tazkiyat al-nafs, moral formation, and the meaning of knowledge as a pathway to ethical and spiritual maturity. This article examines the philosophical foundations of Sufism in Islamic education, the relevance of core Sufi values to values based learning, and their pedagogical implications for teachers and classroom practices. Using a qualitative library research design with descriptive analytical and thematic content analysis, this study synthesizes classical and contemporary literature on Sufism, Islamic pedagogy, and character education. The review indicates that key Sufi values such as sincerity or ikhlas, patience or sabar, humility or tawadhu’, ascetic self-restraint or zuhud, and muraqabah as self-awareness under divine supervision are conceptually aligned with values based learning and can be internalized through teacher role modeling, habituation, reflective learning or muhasabah, and contextual integration across subjects. Effective implementation, however, depends on teacher readiness and systematic instructional design to ensure that values education moves beyond purely normative transmission.

Interactions between Acehnese communities and foreign nationals have intensified alongside the growth of tourism, education, and social mobility in Aceh. Differences in language, cultural backgrounds, and social norms require adjustments in intercultural encounters. This study analyzes Acehnese communication patterns in interactions with foreign nationals, examines the socio-cultural factors that shape these patterns, and describes observable forms of communicative adaptation in everyday encounters. Employing a descriptive qualitative approach, the study draws on participant observation in Banda Aceh and Sabang, complemented by document-based review as a comparative analytical frame. Data were analyzed thematically through data reduction, display, and conclusion drawing. The findings indicate that Acehnese communication tends to emphasize politeness, caution, and indirect strategies in both verbal and nonverbal forms. These tendencies are reflected in careful wording, controlled intonation, and the management of interpersonal distance and eye contact, particularly in cross-gender interactions. Religious values, customary norms, and prior exposure to intercultural encounters accompany the formation of these patterns. Communicative adaptation is observed through simplified language use, strengthened nonverbal cues, and the selection of “safe” conversation topics. Overall, intercultural communication in Aceh emerges as an ongoing negotiation between openness to outsiders and the maintenance of local norms.

The sources of Qur’anic interpretation refer to the references used to understand the meanings of the verses, both as explanatory tools and as comparative frames in the process of exegesis. Differences in the use of these sources have contributed to the diversity of interpretive approaches and exegetical products throughout Islamic history, without implying that any single interpretation is absolute. This article employs a descriptive and analytical library-based approach to map four major sources of Qur’anic interpretation discussed in the literature, namely al-riwāyah (transmitted reports), ad-dirāyah (al-ra’y or rational reasoning), al-isyārah (intuitive or allusive interpretation), and isrā’īliyyāt (narratives originating from the Ahl al-Kitāb tradition). The analysis shows that al-riwāyah maintains the connection between interpretation and early authoritative traditions, ad-dirāyah expands exegetical engagement through scholarly reasoning and methodological tools, al-isyārah enriches the ethical and spiritual dimensions of interpretation as long as it does not negate the outward meaning of the text, and isrā’īliyyāt is generally treated in a limited manner as supplementary narrative material subject to strict scrutiny. This mapping indicates that the dynamics of Qur’anic interpretation are shaped by the complementary interaction of these sources in response to changing historical and intellectual contexts.

Ibnu Sina (980–1037 M) merupakan salah satu filsuf dan ilmuwan Muslim terbesar dalam sejarah peradaban Islam yang memberikan kontribusi sangat luas, khususnya dalam bidang filsafat, kedokteran, dan pendidikan. Pemikirannya tidak hanya berpengaruh pada dunia Islam, tetapi juga memberi dampak besar terhadap perkembangan ilmu pengetahuan di Barat. Dalam konteks pendidikan, Ibnu Sina menekankan pentingnya integrasi antara ilmu pengetahuan rasional dan nilai-nilai spiritual sebagai landasan utama dalam membentuk manusia yang sempurna (insan kamil). Konsep ini menjadi cikal bakal pendekatan pendidikan holistik yang memandang peserta didik sebagai makhluk utuh, bukan semata-mata objek transfer pengetahuan.Penelitian ini membahas secara analitis filsafat pendidikan Ibnu Sina dengan menyoroti prinsip-prinsip dasar yang meliputi tujuan pendidikan, struktur kurikulum, metode pembelajaran, serta peran guru dalam proses pendidikan. Menurut Ibnu Sina, tujuan pendidikan adalah mengembangkan potensi akal, moral, dan spiritual peserta didik secara seimbang. Kurikulum hendaknya disesuaikan dengan tahap perkembangan anak, sementara metode pembelajaran perlu menekankan keteladanan, pembiasaan, dan dialog rasional. Guru dipandang sebagai figur sentral yang tidak hanya mengajarkan ilmu, tetapi juga membimbing pembentukan karakter. Pemikiran pendidikan Ibnu Sina tetap relevan dengan paradigma pendidikan holistik modern yang mengedepankan keseimbangan aspek intelektual, emosional, spiritual, dan moral peserta didik

Islamic Religious Education (IRE) learning is not merely oriented toward the acquisition of religious knowledge but also plays a strategic role in shaping students’ character and morality. One relevant approach to strengthening the affective and spiritual dimensions of learning is the integration of Sufi moral values (akhlak tasawuf) into the instructional process. This article aims to analyze the implementation of Sufi moral values in IRE learning, including sincerity (ikhlas), patience (sabar), humility (tawadhu’), asceticism (zuhud), and love for God (mahabbah). This study employs a qualitative descriptive approach using a library research method based on classical and contemporary literature related to Sufism, Islamic education, and IRE learning. The findings indicate that Sufi moral values can be systematically integrated through instructional planning, the habituation of religious attitudes, teacher role modeling, and spiritual reflection activities in the IRE learning process. The implementation of these values contributes positively to the formation of students’ religious character, the strengthening of spiritual awareness, and the development of moderate religious attitudes

This study aims to analyze the implementation of religious character education in Islamic Religious Education (PAI) learning at the elementary school level, focusing on SDN 08 Kikim Barat. A descriptive qualitative approach was employed using observation, interviews, and documentation. The findings indicate that religious character education is implemented through the integration of religious values in PAI learning, teachers’ role modeling (uswah hasanah), and daily worship habituation. The main values developed include religiosity, discipline, and responsibility. Theoretically, the findings demonstrate the integration of modern character education theory proposed by Thomas Lickona with classical Islamic thought, particularly Al-Ghazali’s concept of tazkiyah al-nafs and Ibn Miskawaih’s moral habituation. The theological foundation of religious character formation refers to Qur’an Surah Luqman verse 17. This study also reveals a structural gap between value formation at school and the home environment due to limited parental involvement. Furthermore, a positive correlation is found between students’ religious character and their mastery of PAI learning. The study concludes that successful religious character education requires sustained synergy between schools and families

The Mosque Prosperity Agency (BKM) is a mosque management institution that plays a strategic role in promoting the functions of houses of worship, both in terms of worship, social aspects, and community empowerment. This study aims to review the performance of BKM from the perspective of Islamic organisational management, emphasising the principles of trust, consultation (syura), justice, and accountability. The research method used is descriptive qualitative, with data collection techniques including interviews, observation, and documentation studies at several mosques managed by BKM. Data analysis was conducted using an Islamic organisational management approach that included planning, organising, actuating, and controlling, as well as being linked to sharia values. The results of the study show that most BKM have attempted to apply modern management principles, such as work programme preparation, financial management, and organisational structure management. However, its implementation still faces obstacles in the form of a lack of professionalism, weak transparency, and limited human resource capacity. The Islamic organisational management perspective provides a normative framework that can strengthen BKM institutional practices, particularly in maintaining trust, increasing congregational participation through deliberation, and upholding justice in the distribution of mosque activities. This study concludes that the effectiveness of BKM is not only determined by its administrative structure and system, but also by the extent to which Islamic values are internalised in every managerial process. Thus, this study recommends strengthening the Islamic value-based managerial capacity of BKM administrators so that mosques can become centres of worship, education, and sustainable community empowerment

School administration management systems and models are solely designed for the development of school resource performance, including educational personnel. The preparation and implementation of activities are carried out sporadically and simultaneously so that all available facilities can be used effectively to improve school administrative services. This study aims to determine the readiness of school administration planning in developing the performance of educational personnel at MTsN 4 Aceh Besar and to identify the strategies prepared to overcome obstacles and challenges in school administration planning in developing the performance of educational personnel at MTsN 4 Aceh Besar. The research uses a descriptive qualitative approach, with data collection techniques carried out through observation, interviews, and documentation analysis. The data sources consist of the school principal, school administrative officials, and users of educational services. The results show that school administrative planning is prepared through a system of meetings at the beginning of the year, preparing work references and guidelines, and conducting evaluations at the beginning and end of each year. Meanwhile, strategies to minimise obstacles are carried out by preparing training schemes for existing resources, improving the functionality of available facilities, and providing adequate funds for the performance of educational personnel at the school

This study aims to examine the strategies and challenges of school principals in managing teamwork at MIN 20 Aceh Besar, and to compare them with the findings of previous studies by Dewi (2021) and Munandar (2022). This study uses a qualitative approach with data collection techniques through observation, interviews, documentation, and triangulation involving various school stakeholders. The results show that the principal's leadership strategies are implemented collaboratively, participatively, and contextually based on the school's work culture. These strategies include joint planning, team involvement in task distribution, delegation based on competence, and clarity of authority. In addition, regular monitoring and evaluation are carried out, as well as capacity building through structured training programmes. The main challenges faced are differences in the level of commitment among team members and limited technical skills. Nevertheless, trust among team members has been well established. Communication barriers are overcome through coordination forums and regular discussions. The headmaster continues to strive to improve team performance through planned training and development to overcome various limitations and strengthen collaborative commitment

This study aims to describe the implementation of flashcard media in early numeracy learning and to portray changes in early numeracy skills among children aged 5–6 years at PAUD Bintang Cendikia Ciomas. The research employed a qualitative descriptive approach. Participants were 15 children in Group B, with the classroom teacher serving as the primary data source. Data were collected through classroom observations, semi-structured interviews, and documentation, and were analyzed qualitatively through data organization, selection, display, and conclusion drawing. Trustworthiness was strengthened through technique triangulation. The findings indicate that play-based numeracy activities using flashcards were conducted in a structured and gradual manner, supported by daily lesson planning (RKH) and the use of number cards (1–10) accompanied by concrete pictures. During implementation, children showed positive responses in terms of increased enthusiasm, attention, and active participation. Descriptively, the results portray positive changes in recognizing number symbols, ordering numbers, and matching numbers with quantities. These findings suggest that flashcards may serve as an applicable instructional medium to support early numeracy learning in early childhood settings, particularly where prior instruction tended to be monotonous.

Abstrak

Penelitian ini bertujuan mendeskripsikan implementasi media flashcard dalam pembelajaran berhitung permulaan serta menggambarkan perubahan kemampuan berhitung permulaan anak usia 5–6 tahun di PAUD Bintang Cendikia Ciomas. Penelitian menggunakan pendekatan kualitatif dengan metode deskriptif. Subjek penelitian adalah Kelompok B yang berjumlah 15 anak, dengan sumber data utama guru kelas. Data dikumpulkan melalui observasi, wawancara semiterstruktur, dan dokumentasi, kemudian dianalisis secara kualitatif melalui pengorganisasian data, pemilahan, penyajian, dan penarikan kesimpulan, serta diuji keabsahannya dengan triangulasi teknik. Hasil penelitian menunjukkan bahwa pembelajaran berbasis bermain menggunakan flashcard dilaksanakan melalui kegiatan yang terstruktur dan bertahap, didukung perencanaan RKH serta desain kartu angka 1–10 yang disertai gambar konkret. Selama pelaksanaan, anak menunjukkan respons positif berupa peningkatan antusiasme, fokus, dan keterlibatan. Secara deskriptif, terdapat gambaran perubahan positif pada kemampuan mengenal lambang bilangan, mengurutkan angka, dan mencocokkan bilangan dengan jumlah benda. Temuan ini menegaskan bahwa media flashcard dapat menjadi alternatif media pembelajaran yang aplikatif untuk mendukung pembelajaran berhitung permulaan pada anak usia dini, khususnya dalam konteks pembelajaran yang sebelumnya cenderung monoton.

The development of artificial intelligence (AI) in education is often viewed as an innovative solution to improve learning quality and educational equity. However, in rural contexts, the use of AI may instead exacerbate educational disparities if it is not supported by adequate structural readiness. This article aims to analyze the digital divide in the use of AI in education, focusing on accessibility challenges and their implications for social exclusion in rural areas. Employing a literature-based qualitative analysis, this study examines national and international peer-reviewed journal articles addressing AI in education, digital divide, rural education, and educational policy. The findings indicate that limited digital infrastructure, low levels of digital and AI literacy among teachers and students, as well as insufficient policy readiness and institutional support, constitute major barriers to the meaningful implementation of AI in rural education. These conditions contribute to social exclusion and the reproduction of educational inequality in the AI era. The article argues that AI in education should be understood not merely as a technological issue, but as a social and pedagogical concern that requires equitable and context-sensitive policy approaches to ensure that AI serves as a tool for educational inclusion rather than exclusion.

Abstrak

Perkembangan kecerdasan buatan (artificial intelligence atau AI) dalam pendidikan sering dipandang sebagai solusi inovatif untuk meningkatkan kualitas dan pemerataan pembelajaran. Namun, dalam konteks masyarakat rural, pemanfaatan AI justru berpotensi memperlebar kesenjangan pendidikan apabila tidak didukung oleh kesiapan struktural yang memadai. Artikel ini bertujuan untuk menganalisis kesenjangan digital dalam pemanfaatan AI di bidang pendidikan dengan fokus pada tantangan aksesibilitas dan implikasinya terhadap eksklusi sosial di wilayah rural. Penelitian ini menggunakan pendekatan kualitatif berbasis kajian literatur (literature-based qualitative analysis) dengan menganalisis artikel jurnal ilmiah nasional dan internasional yang membahas AI dalam pendidikan, kesenjangan digital, pendidikan rural, dan kebijakan pendidikan. Hasil analisis menunjukkan bahwa keterbatasan infrastruktur digital, rendahnya literasi digital dan literasi AI pendidik serta peserta didik, serta lemahnya kesiapan kebijakan dan dukungan institusional menjadi faktor utama yang menghambat pemanfaatan AI secara bermakna di pendidikan rural. Kondisi tersebut berkontribusi pada munculnya eksklusi sosial dan reproduksi ketimpangan pendidikan di era AI. Artikel ini menegaskan bahwa pemanfaatan AI dalam pendidikan perlu ditempatkan sebagai isu sosial dan pedagogis, bukan semata-mata isu teknologi, serta memerlukan pendekatan kebijakan yang berkeadilan dan kontekstual agar AI dapat berfungsi sebagai instrumen pemerataan pendidikan.

This study explores teachers’ perspectives on the use of physical games in English language teaching within school-based EFL contexts. Employing a descriptive qualitative design, data were collected through semi-structured interviews with eight secondary school English teachers who had experience using physical games in their classrooms. The data were analyzed using thematic analysis to identify recurring patterns in teachers’ perceptions and experiences. The findings reveal that teachers generally perceive physical games as a beneficial instructional approach, particularly for supporting vocabulary learning, speaking practice, and students’ motivation and engagement. Teachers reported that physical games encouraged active participation and reduced students’ anxiety in using English. However, the study also identifies several challenges in implementing physical games, including classroom management difficulties, limited instructional time, large class sizes, and restricted physical space. To address these challenges, teachers employed various adaptive strategies, such as selecting simpler games, establishing clear classroom rules, and modifying activities to fit contextual constraints. The study highlights that teachers’ perspectives on physical games are both positive and pragmatic. The findings suggest that physical games can be effectively integrated into English language teaching when they are carefully planned, contextually adapted, and aligned with instructional objectives. This study contributes to the understanding of physical games from the perspective of teacher cognition and offers practical insights for sustainable implementation in EFL classrooms.

The use of gadgets by children has become an inseparable phenomenon in daily life in the digital era. This study aims to analyze the impact of gadget usage habits on children's psychological aspects, including emotional development, social skills, and behavior. This research employs a qualitative method through literature review and observation of children aged 5–12 years. The findings indicate that excessive gadget use can lead to concentration disorders, increased aggressive behavior, and a decline in social interaction and empathy. On the other hand, guided and appropriate gadget use can enhance children's cognitive abilities and creativity. Therefore, parental involvement and time management in gadget use are crucial factors in minimizing its negative psychological effects on children

This article examines the rational theology of Muhammad Abduh (1849-1905) as a philosophical foundation for the reform of Islamic education. As a leading figure in the modern Islamic reform movement, Abduh’s influence extended beyond Egypt to the wider Muslim world, including Indonesia. This study aims to analyze the central role of reason (‘aql) in Abduh’s theological and philosophical system and its implications for the reform of Islamic thought, education, and law. Departing from his critique of the stagnation of the Muslim community characterized by intellectual rigidity (jumud), blind imitation (taqlid), and uncritical adherence to tradition Abduh asserted that Islam is inherently compatible with sound reason and rationality. Using a qualitative library research method, based on primary sources such as Risālat al-Tawḥīd and relevant secondary literature, this study finds that Abduh positions reason as the main epistemological pillar for understanding moral and theological obligations, including knowledge of God, His attributes, the hereafter, and ethical responsibilities. Revelation functions as a confirmation and completion of reason, rather than as its opposite. Furthermore, Abduh strongly rejects fatalism (Jabariyyah) and affirms human free will (Qadariyyah) through the principles of ikhtiar and moral responsibility. These findings demonstrate that Muhammad Abduh’s rational theology not only represents a theological reform but also constitutes a philosophical foundation for a modern Islamic educational paradigm that is rational, critical, and transformative

Effective human resource management (HRM) is necessary to ensure that teachers' competencies, motivation, and performance are in line with curriculum requirements and developments. However, teacher performance management in some schools is still administrative in nature, unstructured, and lacks follow-up. At Baitussalam 1 Public High School, teacher evaluation and guidance are not yet fully optimal, so that the utilization of potential and improvement of learning quality are not yet sustainable. This study aims to analyze the optimization of HRM in developing a PDCA (Plan-Do-Check-Act) based teacher performance model. The method used is descriptive qualitative with the subjects being the principal, teachers, and curriculum staff. Data were collected through interviews, observations, and documentation, then analyzed through data reduction, presentation, and verification. The results showed that the implementation of PDCA-based HRM has been structured, but there are still obstacles such as time constraints, differences in competence, facilities, motivation, and coordination. Optimization strategies were carried out through proper planning, systematic implementation, periodic evaluation, follow-up improvements, and increased teacher motivation. Consistent implementation of this model has been proven to support continuous improvement in teacher performance.

The development of digital technology has brought significant changes to the world of education, including Islamic Religious Education (IRE). The challenges of the digital era are not only related to learning methods and media, but also to strengthening the values of religious moderation among students. This article aims to examine innovations in IRE learning methods in the digital era and their role in instilling the values of religious moderation. The method used is a literature study by analyzing various literature, scientific journals, and relevant sources related to PAI learning, digital technology, and religious moderation. The results of the study show that innovations in digital-based learning methods, such as e-learning, blended learning, and the use of educational social media, can increase the effectiveness of PAI learning while strengthening tolerant, inclusive, and moderate attitudes among students. Thus, PAI learning innovation in the digital era has a strategic role in shaping a religious, critical, and moderate generation